Stavanger, Norway | 12 - 15 May 2022 10th EORNA Congress Round Table Sessions 27 Round Table: Learning needs in the focus RT05 Identifying curriculum content for operating room nurses involved in robotic-assisted surgery: a Delphi study L. Møller1, U. Grande2, J. Aukdal3, B. Fredensborg4, H. Kristensen5, J. Petersson6,7, P. Hertz8,9, L. Konge1,10, F. Bjerrum1,11 1Center for HR and Education, The Capital Region of Denmark, CAMES Rigshospital, Copenhagen, Denmark, 2HerlevGentofte Hospital, Copenhagen University Hospital, Department of Anesthesiology, Herlev, Denmark, 3Zealand University Hospital, Department of Anesthesiology, Roskilde, Denmark, 4Odense University Hospital, Department of Urology, Surgical Ward, Odense, Denmark, 5Regional Hospital Holstebro, Department of Anesthesiology, Holstebro, Denmark, 6Aalborg University Hospital, Department of Urology, Aalborg, Denmark, 7ROCnord, North Region of Denmark, Robot Center Nord, Aalborg, Denmark, 8Hospital Lillebaelt, University of Southern Denmark, Department of Surgery, Kolding, Denmark, 9University of Southern Denmark, Department of Regional Health Research, Kolding, Denmark, 10University of Copenhagen, Copenhagen, Denmark, 11Zealand University Hospital, Department of Surgery, Køge, Denmark Objectives: This study aimed to identify learning goals relevant to include in a curriculum for OR nurses working with robotic-assisted surgery (RAS). Furthermore, we wanted to investigate which learning methods would suit each learning goal and for whom it was relevant (function of; circulating nurse, scrub nurse, Registered Nurse First Assistant (RNFA)). Methods: A three-round Delphi approach, with an additional survey, was used in this study, carried out by online questionnaires. We invited four OR nurses from every department in Denmark that performed RAS to the Delphi panel. A total of 56 RAS nurses from 15 different departments covering the specialties gynaecology, urology and surgery, and all five regions in Denmark was included. All participants and their answers were kept anonymous. A processing group processed the data gathered from the Delphi panel. This group was composed of experienced RAS nurses, Robotic Coordinators and Specialists in medical education. Results: With response rates of 93%, 81%, and 79%, respectively in the Delphi survey and 68% in the additional survey, and after the processing of data, a list of 57 learning goals, sorted under 11 domains, e.g. “Necessary competencies before working with RAS”, “Docking” and “Troubleshooting” was produced. Sixteen of these were rated “Not relevant”. In the additional survey, the panel rated the learning method of “Supervised training during surgery on patients” as the most relevant, followed by “Dry lab” and “Team training”. Conclusions: The list of learning goals can be used to develop a curriculum for OR nurses working with RAS. During the processing, it became clear that there is a need to investigate further issues such as the training of practical competencies in executing an emergency procedure, communication challenges, and the role of RNFA in Denmark. RT06 Skills and drills! T. Davey1, A.M. Mc Caffrey1, L. Lynch1, C. Quinn1 1Sligo University Hospital, Theatre Department, Sligo, Ireland Objectives: The hospital at present has multi-theatre sites across various levels, a learning need identified, to up-skill and educate staff maintaining a skilled workforce to provide safe quality care to patients which is a core fundamental of nursing practice. The skill and drills initiative aims to cater for all departments learning needs. Having the absences of a clinical facilitator within the service has led us to formalise education and training through the skills and drills programme. Methods: The programme initially started with ad hoc days, however initial feedback led us to formalise the running of the initiative. The decision was taken to run on a Monday morning at 7:30 prior to the start of the scheduled list and to utilise a Friday afternoon when the anaesthetic department were away for department monthly meeting to recap the previous month’s sessions. Education itself is delivered in relaxed environment to encourage staff participation. Skills and Drills is primarily nurse lead, both specialist nurses and our own nursing team within theatres, other specialities also facilitate us with education sessions. We have also incorporated joint simulations with other specialities into our education sessions. Results: The overall feedback has been positive. We noted in the beginning people were initially hesitant with the early starts and the education sessions. These feelings have changed as the sessions formalised into set days and staff enjoyed the knowledge exchanges. Staff have noted personal growth through the delivery of sessions and well as increased confidence from the simulations in emergency situations. Communication has also improved across the multi sites as people interact with staff from other departments.
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