Structured skills training in urinary catheterisation for CRRI in surgical posting

Prof.Dr.K.Balaji singh; Dr.Lakshminarayanan kannan; Dr.Mohana priya

Volume : VI, Issue : IV, April - 2016

Structured skills training in urinary catheterisation for CRRI in surgical posting

Prof. Dr. K. Balaji Singh, Dr. Lakshminarayanan Kannan, Dr. Mohana Priya

Abstract :

Back ground: The acquisition of procedural skills is an essential component of learning for medical trainees. An skill training activity usually comprises a circuit of short (the usual is 5–10 minutes although some use up to 15 minute) stations with the help of manikin, in which each candidate is trained to catheterise on a one–to–one basis.(1). Later they are evaluated by OSCE in which each station has a different examiner; as opposed to the traditional method of clinical examinations where a candidate would be assigned to an examiner for the examination (2).At the end the CRRI’s are allowed to cathertise on real patients in the ward with direct observation by assistant professors and evaluated. Objectives: To Train the CRRIs in urinary catheterisation. Training in manikin and to Perform independently among patients in clinical practice Methodology: CRRI’s will be subjected for structured skills lab training. They will be made to perform in skills lab using manikin. There will be direct observation of catheterization in ward by Assistant Professors, Later Performing catheterization independently with real patients. a) Process Evaluation By OSCE in skills lab Log Book in direct observation (3) Direct observation while performing independently using checklist b) Output Evaluation By questionnaire methods from CRRI’s after completion of postings. Data was analyzed in S.P.S.S 16.0 version. Ethical considerations: Data was be collected only after obtaining written informed consent. The proposal has been approved by the Institutional Ethics Committee, Sri Ramachandra University. Results: The present study showed the mean performance of the student in urinary catherisation was much better to their conventional performances, which were 9.59+/_ 0.8420. Many strongly agreed their procedure of their performance by implementing skill training programme. These answers reported highly significant in the interactive group (p<0.005) with performance and training undergone in manikin. Confidence scores with catheter insertion were similar at index exam in real life situation when compared to significantly lower in the didactic group at the retention testing with conventional method of teaching (p<0.05). Summary and Conclusion: Finally the study has been concluded that the overall performance and training of skill in urinary catherisation for the student was most effective method in manikin and in real life situation and most of them strongly agreed their procedure of their performance by implementing skills lab training.