Key points are not available for this paper at this time.
BACKGROUND: Chest tube management is a high-risk, low-frequency clinical skill requiring prompt nursing assessment, troubleshooting, and escalation to prevent complications. Limited exposure may contribute to variability in nursing confidence. Simulation-based education reinforces pediatric nurses' readiness for chest tube management. OBJECTIVE: This quality improvement initiative aimed to implement and evaluate a simulation-based educational intervention to improve pediatric nurses' confidence, anxiety, and knowledge related to chest tube management. METHODS: This quality improvement initiative used a single-group pretest-post-test design with delayed follow-up, incorporating 3 assessment time points: preintervention, immediately postintervention, and 2-month follow-up. The study was conducted between July and December 2025 at a Level I pediatric Midwestern US trauma center. Registered nurses participated in a 1-hour simulation with 3 stations focused on chest tube assessment, troubleshooting, and escalation. Pediatric surgery faculty and residents served as facilitators. Surveys assessing confidence, anxiety, and knowledge were administered at all time points. Mean differences, 95% confidence intervals, and effect sizes were calculated. RESULTS: Sixty-five nurses completed preintervention and postintervention surveys; 22 completed follow-up. Mean confidence increased from 3.9 to 4.8 (mean difference 0.9; 95% CI, 0.7-1.1; Cohen d = 1.12), anxiety decreased from 2.9 to 1.9 (mean difference -1.0; 95% CI, -1.3 to -0.7; Cohen d = -0.83), and knowledge increased from 5.60/7 to 6.65/7 (mean difference 1.05; 95% CI, 0.84-1.26; Cohen d = 1.99). Improvements were observed at follow-up. CONCLUSIONS: Simulation-based education was associated with improved nurse confidence, reduced anxiety, and increased knowledge related to pediatric chest tube management.
Davis et al. (Wed,) studied this question.