Implementing a Standardized Phase-of-Care Craniotomy Education Program

Abstract

Leaders at a community hospital in the southeastern United States sought to add a craniotomy program to meet the needs of the local patient population. Perioperative and critical-care nurses required specific knowledge and skills to care for patients undergoing craniotomy procedures. The facility's education team applied adult learning theories and an innovation diffusion framework when developing an evidence-based craniotomy education program. A clinical nurse specialist conducted a gap analysis and readiness assessment to determine the nurses' knowledge, skills, and competence to care for patients; attitudes and behaviors toward implementation of the new program; and preferred learning methods. The three-tiered phase-of-care education program included didactic learning sessions, shadowing experiences, hands-on experience with equipment, and simulation sessions. The program focused on effective collaboration and care transitions. Nurses were satisfied with the program, and they continue to participate in ongoing quarterly simulation sessions with case study scenarios to enhance their skills.

Keywords: Rogers’ Diffusion of Innovations framework; adult learning theories; education program; evidence-based practice (EBP); simulation.