Mechanical Ventilation Education Developed for Non-ICU Clinicians

Background: The COVID-19 pandemic presented an array of challenges across healthcare, notably critical care staffing models. The potential for mechanical ventilation (MV) to be managed in part by practitioners unaccustomed to doing so revealed the need for basic and applicable education. Detailed online modules and quick-reference document formats emerged to bridge knowledge gaps. A one-page primer for MV was developed and widely disseminated. Methods: A panel of experts composed of respiratory care clinicians, educators, and managers developed a bedside MV reference intended to aid clinicians who were assisting in the MV management of COVID-19 patients. Mean respiratory care experience amongst the panel was 22 years (11-31). The panel developed the MV reference based on evidence-based practice, consensus guidelines, and ventilator platform configurations. The MV reference summarized initial ventilator settings and assessment-based adjustments as well as recommended ARDS guidelines. A glossary of commonly used terms and modes of ventilation was also included. Results: The MV reference was distributed via social media (Twitter, Facebook, LinkedIn). According to available analytics, social media posts were viewed 46,745 times and the MV reference attachment was opened 2,815 times. It is unclear from available analytics how many times it was downloaded. The MV reference was also posted to the AARCIs clinical resource page, AARC Connect, and SCCM Connect. The AARCIs nMechanical Ventilation for COVID-19 Video Seriesi webpage, on which the MV reference was posted, showed 34,501 site visits, though data relevant to downloads of the MV reference specifically was not available. Data relevant to views associated with AARC Connect or SCCM Respiratory Care Section as well as institutional utilization were unavailable. Our data is inconclusive and limited since we could not analyze which specific information was accessed or if our document was downloaded; nor did we intend to collect outcomes. Conclusions: Quick reference educational tools and just-in-time learning can be developed and disseminated rapidly in times of crisis. Attention to evidence-based practice and expert experience in the development of these tools ensures appropriate guidance. More research is needed to assess the effects these educational efforts have on outcomes.