Valencia, Spain | 16 - 18 May 2024 11th EORNA Congress Parallel Sessions 15 Parallel Session 3: Education 280 Education of operating room nurses- a systematic literature review Marin Repustic1, Ivanka Budiselic Vidaic2, Irena Vukcevic1, Elvira Medved1 1General Hospital “Dr. Ivo Pedisic”, General surgery- operating rooms, Sisak, Croatia, 2University Hospital Center Rijeka, Clinic for cardiac surgery, Rijeka, Croatia Background: Operating room nurses have worked in a very complex environment. Activities in daily work in the operating rooms requires very high level of theoretical knowledges and practiced skills. The knowledges and skills for work in the operating rooms are specific, and according to that operating room nurses have to have very high level of education. Objectives: Aim of this systematic literature review is determine which specific knowledge operating room nurses must have to work in operating rooms. As well, aim is to determine which techniques and learning methods are used in education process of operating room nurses. Methods: This systematic literature review has been done according to the rules of the PRISMA methodology. Two databases CINAHL and SCIENCEDIRECT were searched by four authors. Keywords used in searching of the literature were: operating room nurses, education and methods. Including criteria for selection of articles were: all keywords, articles not older than 5 years, English language and the strength of impact factor. Excluding criteria were: articles older than 5 years, not containing all keywords, articles without impact factor. Results: On CINAHL database had been found 24.869 articles, and on SCIENCEDIRECT database 16.284 articles. After application of including and excluding criteria, analysis was done on 43 articles. 30 articles from CINAHL database and 13 articles from SCIENCEDIRECT database. Resurchify application had been used for checking of impact factors. Conclusion: For the successful and efficient implementation of work processes in operating rooms it is very important to have knowledge about legal, ethical and professional principles of perioperative nursing care. Interpersonal relations, communication, organizational and managers skills is a base for implementation of good practice in operating rooms. It is important to mention knowledges about clinical and operative surgery, leadership, education process, learning methods and obligation of professional development. 202 Designing a flipped classroom model to prepare perioperative nurses to be workforce ready Patricia Nicholson1 1, Tarryn Armour2 2, Elyse Coffey2 2 1Deakin University, School of Nursing and Midwifery, Geelong, Australia, 2Deakin University, School of Nursing and Midwifery, Melbourne, Australia Background: Online technologies have challenged curriculum design to move from a traditional lecture-based learning model towards a curriculum delivery method that maximises student learning and increases student engagement. These changes prompted the development of student-centred learning, seeking to actively engage students in higher-order thinking. The flipped classroom is an innovative teaching approach that reverses the traditional order of content delivery. Students engage with instructional material independently outside of the class, through pre-recorded videos or readings, and then use class time for active learning activities, such as discussions, group work, and problem-solving exercises. Objective: The objectives of this project were to explore the level of student engagement with course materials, both online and during face-to-face seminars, and to develop active and authentic learning that mirrored real-life contexts, preparing them for the world around them. Methods: Guided by constructivism, the need for developing and delivering a curriculum that facilitated active learning was deliberated, with the flipped classroom model adopted to facilitate deeper learning and improved student engagement. Four core units nested in the Master of Nursing program were enhanced, based on the blended learning principles and guided by learning and teaching goals in creating an engaging learning experience for all students. Results: The blended learning approach led to contextualising the course to the needs of the healthcare industry, ensuring the sustainability of the course, while intellectually challenging and engaging students. This presentation will include an overview of the learning modalities designed to guide students in constructing their own learning in preparation for in-class active learning, checking their understanding of the learning material and keeping them engaged with course material. Conclusion: The flipped classroom model promotes active learning, collaboration, and student-centered instruction. It maximises the effective use of class time, facilitates deeper understanding of concepts, and supports the development of critical thinking skills.
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