10th EORNA Congress Stavanger, Norway | 12 - 15 May 2022 Symposia - Invited speakers 40 Guided Poster Walks P03 Development of a paediatric perioperative program H. Swan1, J. Parsons1 1Kaiser Permanente, Operating Room, Modesto, United States We are a collaboration of medical professionals including a paediatric anaesthesiologist, surgeons, operating room nurses, OR management, pre-operative and postoperative units. Preparation and planning: Identification of goal was agreed upon-to become a paediatric care specialty centre. Equipment and supplies were characterized as appropriate or needed to purchase. Educational requirements were identified. Simulations were prepared. Assessment: RNs volunteered from pre-op, intra-op, and post-op areas to be part of the core paediatric group. Each nurse did research for their respective areas needs and reported back to the group. Information was then presented to the staff for further discussions. Implementation: Paediatric emergency airway cart was created and reviewed with staff. Staff was educated with workflow powerpoint. Paediatric emergency simulations were performed. Outcome: First paediatric case was done successfully with staff reporting being comfortable and prepared for the paediatric population. Implications for Perioperative Nurses: The paediatric population has specific needs that should be addressed before implementing a paediatric surgical program. Identifying patients’ needs along with staff education and knowledge is critical to a successful program. P04 Perioperative professional competence of nurses in the organ donation process M. Schilling1, K.A. Lindstrøm1 1Oslo University Hospital, Department of Transplant Surgery, Oslo, Norway Objectives: The aim was to describe the Norwegian perioperative nurses` own perception of their professional competence in the organ donation process, and to identify educational needs. Methods: A cross-sectional survey was conducted at 9 of 26 Norwegian donor hospitals between June and August 2018, and 441 perioperative nurses were invited to participate. Response rate was 34% (n = 151). Data was analysed using descriptive statistics. Chi-squared and T-tests were used to compare means and groups at a significance level of p<0.05. Results: The majority (70%) regarded themselves as competent in providing care for the donor in the operating room, nevertheless they reported a need for further education in the topics covered in the survey. The results indicated positive attitudes towards organ donation among Norwegian perioperative nurses. Most participants (67%) indicated that organ donation had a positive impact on their work, and only 1 out of 10 reported emotional distress. The majority was positive towards cooperation with the procurement team. The results showed compliance between how perioperative nurses had developed their competence and what they considered most important for the development of competence. Practical training and repetition were stated as useful and experience was seen as the main factor for developing competence. Conclusion: Educational input and discussion about aspects of the organ donation process was seen as important for further development of professional competence. P05 Operating room – classroom E. Vasilopoulou1, C. Vasilopoulou2, T. Siskou3, I. Koutelekos4 1General Oncological Hospital ‘Saint Savvas’, OR Nurse, Athens, Greece, 2Ariti Company, Training Dept in CRRT, Acharnes, Greece, 3General Oncological Hospital ‘Saint Savvas’, Nursing / Surgical Section, Athens, Greece, 4University of West Attica, Department of Νursing, Athens, Greece The operating room, for the surgical patient, is the centre in which all preoperative research and preparation actions are directed and the centre from which all postoperative care for the treatment and restoration of his health originates. Although the basic principles of nursing are the same worldwide, some practices are different and that’s why the trained surgical nurse is required to learn and follow. The aim of the review was to highlight the operating room as a classroom.
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