Basic Knowledge Assessment Tool Research Articles

Evidence-Based Critical Care Education for Oncology Nurses.

Advances in medical care for oncology patients have heightened the complexity of this patient population, leading to an increased need for lifesaving, critical care. Yet, there is a lack of literature on education to prepare nurses to provide care to critically ill oncology patients. The purpose of this quality improvement project was to evaluate oncology nurses' mastery of basic and oncology-specific critical care knowledge after an evidence-based supplemental training intervention. An 8-hour supplemental training intervention was developed to increase oncology nurses' knowledge about basic and oncology critical care by addressing score deficiencies noted on the Basic Knowledge Assessment Tool (9r version). Seventeen oncology nurses completed the supplemental training intervention. The Basic Knowledge Assessment Tool and an Oncology Knowledge Survey were administered pre and post supplemental training, and significant changes were detected with Wilcoxon signed rank tests. Mean total Basic Knowledge Assessment Tool scores significantly improved from 65.7 before initial course to 73.7 post supplemental training (P = .002). Oncology Knowledge Survey total scores increased from 75.3% to 80.9%, which was a statistically significant improvement (P = .039). Critical care training is imperative for oncology nurses preparing to care for high-acuity oncology patients. Adequate knowledge of basic and oncology-specific critical care is important to prevent adverse events and improve outcomes for this complex patient population.

Using failure-to-rescue simulation to assess the performance of advanced practice professionals.

The use of advanced practice professionals (APPs) has been established in oncology care. APPs are frequently the most readily available ordering provider for care guidance when it becomes evident that a patient with cancer is failing. The purpose of the current preliminary descriptive project was to determine the best method for assessing APP performance in oncology-specific circumstances, particularly in the failing patient with cancer. A test group of 14 APPs completed a competency self-assessment, the Basic Knowledge Assessment Tool (BKAT)-8SR, and attended a four-hour simulation and classroom experience. Competency checklists with 30 priority interventions for each scenario had been anticipated by an expert panel. The APP competency self-assessment was measured for knowledge base and critical thinking. All of the APPs scored at or above the level of a critical care nurse with one year of experience on the BKAT-8SR. Twenty-seven of the anticipated interventions were enacted by all APPs. Five additional interventions were ordered that had not been anticipated. The success of this educational strategy has stimulated new learning opportunities, including initiation of a full-team oncology failure-to-rescue simulation, course restructuring, and other innovative simulation experiences.

Graduating nursing students' basic competence in intensive and critical care nursing

To describe and evaluate the basic competence of graduating nursing students in intensive and critical care nursing. Intensive and critical care nursing is focused on severely ill patients who benefit from the attention of skilled personnel. More intensive and critical care nurses are needed in Europe. Critical care nursing education is generally postqualification education that builds upon initial generalist nursing education. However, in Europe, new graduates practise in intensive care units. Empirical research on nursing students' competence in intensive and critical care nursing is scarce. A cross-sectional survey design. A basic competence scale (Intensive and Critical Care Nursing Competence Scale, version 1) and a knowledge test (Basic Knowledge Assessment Tool, version 7) were employed among graduating nursing students (n = 139). Sixty-nine per cent of the students self-rated their basic competence as good. No association between self-assessed Intensive and Critical Care Nursing-1 and the results of the Basic Knowledge Assessment Tool-7 was found. The strongest factor explaining the students' conception of their competence was their experience of autonomy in nursing after graduation. The students seem to trust their basic competence as they approach graduation. However, a knowledge test or other objective method of evaluation should be used together with a competence scale based on self-evaluation. In nursing education and in clinical practice, for example, during orientation programmes, it is important not only to teach broad basic skills and knowledge of intensive and critical care nursing, but also to develop self-evaluation skills through the use of special instruments constructed for this purpose.

The Participation of Emergency Nurses in the Development of the Basic Knowledge Assessment Tool (BKAT) for the Adult Emergency Department, the ED-BKAT2

This article describes the participation of ED nurses in the development of the Basic Knowledge Assessment Tool (BKAT) for the adult emergency department (ED-BKAT2©), developed by Jean Toth and Kathleen Ritchey and copyrighted in 1980. The research covered the span of 7 years, from 2005 to 2012. Findings include research support/evidence for both validity and reliability of the tool. Uses for the ED-BKAT2 are found in the Figure and discussed in the text. Acknowledgements are made by name, of the 60 emergency nurses across the United States of America who participated in this university/multi-hospital setting collaborative work.

Measuring paediatric intensive care nursing knowledge in Australia and New Zealand: How the Basic Knowledge Assessment Tool for pediatric critical care nurses (PEDS-BKAT4) performs

Validated professional knowledge measures are limited in paediatric intensive care unit (PICU) nursing. The Basic Knowledge Assessment Tool for Pediatric Critical Care Nurses (PEDS-BKAT4) measures knowledge, however content and practice differences exist between various PICUs. The study aim was to evaluate the PEDS-BKAT4 in the Australian and New Zealand setting. A panel of 10 experts examined item and scale content validity. Items were evaluated for 31 evidence-based item writing flaws and for cognitive level, by a 4-person expert panel. Thirty-six PICU nurses completed the PEDS-BKAT4, with reliability and item analysis conducted. Mean item content validity was 0.70, and 43% of items had content validity less than 0.8. Overall (Scale) content validity was 0.71. Thirty-five percent of items were classified as flawed. Thirty-five percent of items were written at the ‘knowledge’ level, and 58% at ‘understanding’. The mean PEDS-BKAT4 score was 60.8 (SD=9.6), KR-20 reliability 0.81. The mean item difficulty was 0.62, and the mean discrimination index was 0.23. The PEDS-BKAT4 was not a reliable and valid measure of basic PICU nursing knowledge in Australian and New Zealand. Further research into the types of knowledge and skills required of PICU nurses in this setting are needed to inform the development of a future tool.

Development of the Basic Knowledge Assessment Tool for Medical-Surgical Nursing (MED-SURG BKAT) © and Implications for In-Service Educators and Managers

BACKGROUND OF THE PROBLEM: Medical-surgical nursing is now the largest specialty in acute care, and needs an objective measure of basic knowledge necessary to provide safe care to patients. The Joint Commission on Accreditation of Healthcare Organizations noted that healthcare organizations have in the past relied on education and experience to support competence, but an increasing number are seeking objective measures of a nurse's knowledge that is required for safe practice. The American Nurses Association adds that safe practice is both a professional and a moral responsibility. A review of the literature failed to locate a standardized test of basic knowledge in medical-surgical nursing. In-service educators and managers need such a test to facilitate orientation programs, and as a way to safely decrease the length of orientation for new employees with previous experience in medical-surgical nursing. The purpose of the study was to develop a valid and reliable test to measure basic knowledge in medical-surgical nursing. The Basic Knowledge Assessment Tool for Medical-Surgical nursing was developed with support for its validity and reliability.

Development of the Basic Knowledge Assessment Tool (BKAT) for the Neonatal Intensive Care Unit

Defining and monitoring nursing knowledge is an essential responsibility of the profession. Defining basic knowledge needed for safe practice in the specialty area of neonatal intensive care unit (NICU) nursing is therefore appropriate. This article describes development of a new instrument called the Basic Knowledge Assessment Tool (BKAT) for NICU nursing and offers practical applications for its use. Historical background information on the NICU is also presented.

Biological and physiological knowledge and skills of graduating Finnish nursing students to practice in intensive care

This study describes the basic biological and physiological knowledge and skills of graduating nurse students in Finland against the requirement of their being able to practice safely and effectively in intensive care. The study describes also their interest and willingness to work in intensive care. Measurements were based on the Basic Knowledge Assessment Tool (BKAT-5) developed by Toth in the United States. The sample consisted of 130 nursing students graduating in December 2001 and January 2002. The data were analysed statistically. The students were most knowledgeable in the areas of appropriate precautions, living will and medical calculation, followed by neurology and endocrinology. Scores were poorest for pulmonary, gastrointestinal and cardiovascular knowledge. Intensive care studies and the desire to work in intensive care correlated significantly with the respondents' basic intensive care knowledge. It is important for nursing education to concentrate on developing those areas of intensive care studies where the performance of students is weakest.

Comparing Basic Knowledge in Critical Care Nursing Between Nurses From the United States and Nurses From Other Countries

No previous research was found that compared basic knowledge in critical care nursing among nurses from different nations. Nurses from outside the United States were invited to participate during reliability testing of the Basic Knowledge Assessment Tool, Version 5. To compare basic knowledge in critical care between nurses from the United States and nurses from other countries and to measure the reliability of the Basic Knowledge Assessment Tool, Version 5. Data were collected for 16 months from 682 critical care nurses: 528 from the United States and 154 from other countries. The Basic Knowledge Assessment Tool, Version 5, was a reliable test for all nurses studied, regardless of country of origin. The level of knowledge of nurses from English-speaking countries other than the United States did not differ from that of nurses from the United States. Scores for nurses from non-English-speaking nations were lower than scores for nurses from the United States. The largest source of variance in scores among all subjects was the length of experience in critical care nursing. The Basic Knowledge Assessment Tool, Version 5, is a valid and reliable tool for assessing critical care nurses from the United States and the other countries studied. Critical care nurses from English-speaking countries scored higher than nurses from countries where the primary language is not English.

Introducing the Basic Knowledge Assessment Tool for pediatric critical care nursing (PEDS-BKAT)

A 9-member educational task force and a 4-member panel of experts was used to establish the validity of the PEDS-BKAT, which was modified from version 4 of the adult BKAT for critical care nursing. A sample of 105 pediatric ICU nurses from 6 settings took the PEDS-BKAT. Test results include a mean score of 78.9 points and a reliability of 0.86 (coefficient alpha). The PEDS-BKAT can be used to assess knowledge before and after orientation, to determine learning needs for veteran staff nurses, for advanced placement of new employees with previous experience in a pediatric ICU, and in nursing research. Copies of the PEDS-BKAT are available upon request.

The Development of the Australian Basic Intensive Care Knowledge Test

The Basic Knowledge Assessment Tool (BKAT), a test developed in the United States, has been presented as a valid and reliable test of basic knowledge for critical care nursing. However, it was necessary to determine the BKAT's validity and reliability in the Australian intensive care (IC) context. The Delphi technique, utilising a panel of eleven experts, was used to determine the content validity of the BKAT. The Delphi process resulted in the development of a test with 105 questions. These questions consist of 49 original BKAT questions, 25 original BKAT questions slightly modified, 3 original BKAT questions with major modifications and 28 new questions. A criterion group design was used to establish the modified test's reliability and decision validity. Item analysis was undertaken using item difficulty and item discrimination indexes. The modified test was completed by 14 registered nurses with no IC experience, 18 registered nurses with intermediate IC experience and 25 registered nurses qualified as intensive care specialists. The mean score (and standard deviation) for the test for each of the respective groups was 41(9), 69(9) and 86(7). These results were significantly different (p<.0001). The reliability was established with a Cronbach Alpha coefficient of.96. The modified test is a reliable and valid measure of IC-basic knowledge and can be used as a valuable adjunct in the assessment of IC orientation programs.

The Basic Knowledge Assessment Tool: Is It Useful?

Registered Nurses (RN's) caring for the critically ill, require a wide range of specialised skills and knowledge. Assessing knowledge of RN's within Intensive Care Units (ICU's) is imperative if we are to ensure that patients are afforded quality care. The aim of this study was to evaluate existing knowledge of the RN's working in the ICU of a major teaching hospital using the Basic Knowledge Assessment Tool (BKAT). Overall mean test scores of 78% were encouraging. Knowledge gaps were evident in gastrointestinal and endocrine disorders. Significantly higher scores were obtained by RN's trained in the hospital based system (p=0.02) and those possessing ICU qualifications (p=0.01). There were no differences in scores according to age and length of ICU experience. Registered nurses scored badly in a number of questions, which highlighted some problems in the terminology used in the BKAT.

Basic knowledge assessment tool for critical care nursing, version four (BKAT-4): validity, reliability, and replication

Articles| June 01 1994 Basic knowledge assessment tool for critical care nursing, version four (BKAT-4): validity, reliability, and replication JC Toth JC Toth Search for other works by this author on: This Site PubMed Google Scholar Crit Care Nurse (1994) 14 (3): 111–117. https://doi.org/10.4037/ccn1994.14.3.111 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Get Permissions Citation JC Toth; Basic knowledge assessment tool for critical care nursing, version four (BKAT-4): validity, reliability, and replication. Crit Care Nurse 1 June 1994; 14 (3): 111–117. doi: https://doi.org/10.4037/ccn1994.14.3.111 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentCritical Care Nurse Search Advanced Search You do not currently have access to this content.

The Basic Knowledge Assessment Tool (BKAT) for critical care nursing: its use and effect on orientation programs

Findings from this study of 54 subjects who used the BKAT-3 in their professional practice indicate that it is being used most frequently in orientation programs conducted in critical care units, and that content and scores of the BKAT have resulted in changes in those programs. Scores are also being used for placement of nurses with previous critical care experience. In addition, findings from this study and from the literature indicate that research continues to be conducted using scores on the BKAT as a dependent variable, and that moderate to moderately high correlations exist between intended and actual use of the BKAT.

Computerized clinical simulations: a strategy for staff development in critical care

Identifying the learning needs of employees and evaluating the results of staff development offerings are essential elements of the responsibilities of the staff development educator. High patient acuity, the shortage of critical care nurses, and rapidly changing technology within the critical care environment demand the provision of staff development offerings that are appropriate for the learning needs of critical care nurses and the evaluation of the effect of programs on critical care nursing practice. The purposes of this descriptive, correlational study were to compare the ability of a knowledge test, a self-evaluation tool, and computerized clinical simulations to discriminate between nurses with varied levels of knowledge and experience, and to compare the learning needs identified from the three types of evaluative instruments. Each subject (n = 142) completed the Basic Knowledge Assessment Tool for Critical Care, Cardiovascular Self-Evaluation Tool, and four computerized clinical simulations. Both the Basic Knowledge Assessment Tool and the Cardiovascular Self-Evaluation Tool discriminated between experienced/inexperienced and Advanced Cardiac Life Support-certified/noncertified critical care nurses. The computerized clinical simulations discriminated according to Advanced Cardiac Life Support certification, but not between experienced and inexperienced critical care nurses. The computerized clinical simulations identified more specific learning needs than did the Basic Knowledge Assessment Tool or Cardiovascular Self-Evaluation Tool. The evidence for discriminant validity, adequate internal consistency reliability, and ease of administration supports the continued use of these two tools as methods for critical care staff development needs assessment and evaluation. In addition, the study findings support the use of computerized clinical simulations as an adjunct to other needs assessment and evaluation methods in nursing staff development.

The Basic Knowledge Assessment Tool (BKAT)--validity and reliability: a national study of critical care nursing knowledge.

The Basic Knowledge Assessment Tool (BKAT)--validity and reliability: a national study of critical care nursing knowledge.

Evaluating the use of the basic knowledge assessment tool (BKAT) in critical care nursing with baccalaureate nursing students.

AbstractIn this study the Basic Knowledge Assessment Tool (BKAT) was administered to 38 senior baccalaureate nursing students prior to and following a course in critical care nursing to evaluate the reliability of the tool in measuring knowledge in critical care.Results from the study indicate that the BKAT is a valid and reliable measure of knowledge in critical care nursing in the sample studied and possibly in similar samples, and part of that knowledge is basic nursing knowledge, and the B U T measures learning. A comparison group of 73 nurses with from 1 to greater than 6 years of experience in critical care nursing had statistically significant higher scores on the BKAT than did the students. This finding is consistent with that of previous research. However, findings from the study also indicate that senior nursing students have some critical care knowledge to bring to the employment situation following graduation.The BKAT is regarded as an instrument that can assist nursing educators in schools of nursing to evaluate courses in critical care nursing and educators in the clinical setting to evaluate orientation programs. Indications also exist that the BKAT can be used as a tentative bench mark in narrowing the expectancy gap between what is learned by students and what nurse managers expect new graduates to know.