Improving Anesthesia Non-Technical Skills in Nurse Anesthetists Through an Online Workshop
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Seventy percent of critical errors in anesthesia result from poor provider anesthesia non-technical skills (ANTS) indicating a critical need to examine alternative methods promoting ANTS. This Doctor of Nursing Practice (DNP) project examined the impact of an online educational ANTS workshop created for New York Certified Registered Nurse Anesthetists (CRNAs) who precept student registered nurse anesthetists (SRNAs). Lewin’s Theory of Planned Change was the theoretical framework. CRNAs were recruited using convenience snowball sampling through professional Facebook pages and the University at Buffalo LISTSERV. An online pre-workshop survey (n = 38), followed by an online self-guided workshop, focused on current ANTS information including the current definition, clinical implications, the perioperative role, and the importance of CRNAs training SRNAs about ANTS. A post-educational survey was administered immediately following the workshop (n = 29) and again one month later (n = 22). Data were analyzed using a one-way ANOVA rank test and chi square test of independence. Following the educational workshop, there was a statistically significant decrease in CRNAs’ perceived effectiveness in training SRNAs’ ANTS (p = 0.003). CRNAs perception of the importance of ANTS in non-crisis situations was statistically significant, increasing over time (p = 0.003 & p = 0.001). Forty percent of CRNAs reported personalities as a perioperative ANTS barrier. Knowledge was not perceived as a factor contributing to ANTS deficits. ANTS barriers reported by the CRNAs pointed toward the culture in the perioperative period. Introducing a no blame environment may increase the use of ANTS and improve patient outcomes.