Abstract
BackgroundEvidence-based in-service education (ISE) in the intensive care unit (ICU) is essential to maintaining nurse skill and competence in this complex clinical area. However, there has been limited research that has focused on developing and optimising the specialised training required by ICU nurses working in trauma care. ObjectivesTo explore the perspectives of ICU clinical stakeholders regarding their needs and preferences for ISE to inform the future development and implementation of effective educational interventions. DesignA qualitative, multiple-case study supported by the “Empowering Education” theoretical framework, which emphasises the importance of stakeholder involvement in education development. SettingsAdult ICUs in three major hospitals located in two geographical areas in Saudi Arabia. ParticipantsForty clinical nurses, twelve nurse managers, nine nurse leaders and seven clinical educators participated. MethodsData were collected through semi-structured interviews followed by focus groups. Framework analysis was used for data analysis. FindingsStakeholders wanted ISE and training by subject experts characterised by: (i): relevant educational content; (ii): a range of educational techniques and (iii) flexible delivery and format. Nurses also identified factors that encouraged them to participate in ISE including adequate resources and a supportive work environment, whilst heavy workloads, cost and scheduling issues hindered engagement. ConclusionThis paper highlights the importance of considering staff needs and local context when developing in-service ICU education to support nurses' competence. Further recommendations and a proposed framework to develop future ISE in the ICU are provided. Tweetable abstractThe key to effective in-service education for ICU nurses is understanding stakeholders' needs and motivational drivers, whilst addressing barriers to successful implementation.
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