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Training of non-technical skills as a prevention of errors in intensive care
SVÁROVSKÁ, Tereza
The main goal of this work was to map the current state of training in non-technical skills. Training in non-technical skills can contribute to improving the safe care of critically ill patients in intensive care units, where situations are often demanding, stressful, and tense. Maximum concentration, precise commands, and teamwork are necessary in these work-places. The theoretical part establishes the foundations for understanding concepts such as intensive care, non-technical skills, or simulation-based education and their relevance. The research was conducted with students in the Advanced Nursing Specialization in Intensive Care, who, thanks to simulation-based education, are aware of acquiring non-technical skills and practice them in specific simulated scenarios. The second research sample consisted of nursing staff working in intensive care units, who are exposed to stressful situations daily, and therefore should know and use the basics of non-technical skills to per-form their duties in order to prevent as many errors as possible, which can have fatal consequences. The objectives of the work focused on mapping the current situation in the training of non-technical skills in intensive care units and in student education. Another goal focused on the experiences and subjective feelings of healthcare professionals and students with training in non-technical skills in crisis situations within intensive care and during simulation-based education. The final goal aimed to identify methods and techniques of training in non-technical skills that are most effective for healthcare workers and students in intensive care, considering their specific needs and obstacles. The research was conducted using qualitative inquiry method, employing semi-structured interviews with nursing staff and students undergoing simulation-based education, along with non-participant overt observation during the mentioned simulation-based education.
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Simulation Teaching of Bladder Catheterization of Women
MAIEROVÁ, Pavla
The bachelor´s thesis is focused on simulation teaching of catheterization of the bladder in women. Simulation teaching is an innovative educational method in which students acquire the knowledge, skills and attitudes of nursing methods in a controlled environment.This method leads to improving of the quality of care in clinical practice and ensuring the patient safety. The theoretical part deals with the simulation teaching, individual phases of simulation teaching and the procedure of urinary catheter insertion. It also deals with the phase of planning, implementation and evaluation. Individual phases are an essential part of a quality simulation process. The procedure of permanent urinary catheterization itself is incorporated into the scenario of simulation teaching. The scenario is divided into three parts that deal with the nursing procedure before, during and after the procedure. The theoretical part of the bachelor´s thesis does not omit the necessary information related to permanent urinary catheterization, such as types of urinary catheterization, indications and contraindications of permanent urinary catheterization, including the risk of the development of complications. The aim of the thesis is to determine the critical points of the insertion of a permanent urinary catheter without the assistance of another person. Therefore it is important for students to coordinate the whole process of the procedure properly, maintain asepsis and not forget to communicate with the patient. The research part is implemented using a qualitative method of research investigation, where the research set consists of students of the 3rd year from the selected faculty of the General Nurse study program. Through semi-structured observation, critical points in the process of catheterization of the bladder in women are detected. Critical points are directed to the procedure before, during and after urinary catheterization. Using a semi-structured interview, students' recommendations regarding simulation teaching of permanent urinary catheterization of women are also investigated.
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