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Lung Transplant Nursing Care: A Learning Needs Assessment, Education Intervention, and Post-Education Evaluation Survey

Schlabach, Kaitlyn
http://rave.ohiolink.edu/etdc/view?acc_num=walsh1733666854609315

Abstract Details

2024, DNP, Walsh University, Nursing.
Background: Complex care is required for patients who undergo a lung transplant with the potential for complications. Due to the complexity of care required for patients undergoing lung transplantation, nursing staff must have a high level of knowledge and skills to care for these patients. The gap identified by the current literature review indicates that undergraduate nursing education is insufficient to meet the needs of specialized patient populations, and the project site has no formalized education regarding care for lung transplant patients in its nursing orientation/residency program. Purposes: The purpose of the DNP project was to perform a learning needs assessment to identify the learning interests of registered nurses working on a lung transplant stepdown unit related to lung transplant nursing care. The information gained from the learning needs assessment guided the development of an education curriculum for the registered nurses on the lung transplant unit. Additionally, a post-education evaluation survey was distributed to the bedside nurses to evaluate the DNP student as an educator and the education provided. Methods: The project was conducted on the lung transplant unit within a 1500-bed academic tertiary care center in the Midwest United States. Using a seven-point Likert scale, a 10-item learning needs assessment was electronically distributed to the registered nurses. After learning interests were determined, an education intervention was implemented, followed by a 10-item post-education 7-point Likert scale evaluation survey. Results: The response rate was 9/30 (30%). All items on the learning needs assessment scored a higher mean score, which indicated areas of high learning interest. The top three scored items on the learning interest assessment, showing the highest learning interest, were: 1) side effects of standard post-transplant medications (M = 6.88), 2) when and how to manage patients with acute cellular rejection (M = 6.66), and 3) how to manage patients in Respiratory Special Care Unit (ReSCU) status (M= 6.66). All items on the post-education evaluation survey scored a mean score greater than four, indicating that the education provided was satisfactory to the registered nurses. Of the ten items from the post-education evaluation survey, the mean score ranged from 6.80 to 7.00. Five of the 10 items on the post-education evaluation survey had a mean score of 7.00, the highest possible value to be scored, showing that the education provided was satisfactory to the registered nurses’ learning needs. Conclusion: The results of the learning needs assessment, education intervention, and post-education evaluation survey can guide the development of future educational activities and inform the creation of a standardized lung transplant-specific orientation/residency education session for the registered nurses at the project site.
Shelly Amato-Curran, PhD, APRN-CNS, CRRN (Committee Chair)
71 p.
Education; Nursing
lung transplant; index admission; transplant window; learning needs assessment

Recommended Citations

Citations

  • Schlabach, K. (2024). Lung Transplant Nursing Care: A Learning Needs Assessment, Education Intervention, and Post-Education Evaluation Survey [Doctoral dissertation, Walsh University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=walsh1733666854609315

    APA Style (7th edition)

  • Schlabach, Kaitlyn. Lung Transplant Nursing Care: A Learning Needs Assessment, Education Intervention, and Post-Education Evaluation Survey . 2024. Walsh University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=walsh1733666854609315.

    MLA Style (8th edition)

  • Schlabach, Kaitlyn. "Lung Transplant Nursing Care: A Learning Needs Assessment, Education Intervention, and Post-Education Evaluation Survey ." Doctoral dissertation, Walsh University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=walsh1733666854609315

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Walsh University and OhioLINK.