The effectiveness of educational interventions on trauma intensive care unit nurses' competence: A systematic review and meta-analysis

Objectives: To examine the current evidence on the effect of education on intensive care unit nurses' knowledge and skills competence in caring for adult major trauma patients. Methodology: A systematic review and meta-analysis was conducted to identify relevant studies through a comprehensive search, following strict eligibility criteria. Five databases were searched: MEDLINE, PubMed, CINAHL, Cochrane and Web of Science. A subsequent hand search was performed. The Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument tool was used to assess methodological quality. Results: Five eligible quantitative studies were identified and appraised. The overall results demonstrated that educational interventions have positive effects in improving intensive care nurses' knowledge and practice in managing major trauma patients. Meta-analysis was applied to three homogenous studies relating to knowledge outcome. Results demonstrated significant improvements immediately post intervention and at one-to three-month follow-up [MD (mean difference) = 29.12, 95%CI (confidence interval) 10.29-47.95; P < 0.00001], and [MD = 23.70, 95%CI 8.84-38.56; P < 0.00001], respectively. A slight decrease in the knowledge and practice scores was noted from one-to three-month follow-up. Conclusion: This review demonstrated the significant effects of trauma education on improving intensive care nurses' knowledge and practices. Further research should develop valid competencies and policies to drive nurses' practice and potentially improve the safety and quality of care. (c) 2020 Elsevier Ltd. All rights reserved.

Automated summary

Educational interventions have positive effects on improving intensive care nurses' knowledge and practice in managing major trauma patients. Significant improvements were noted in knowledge outcomes immediately post intervention and at one-to three-month follow-up, although a slight decrease was observed in knowledge and practice scores from one-to three-month follow-up.