Teaching Ultrasound to Respiratory Students

Abstract

Background:

The use of ultrasound (US) has become a mainstay for a variety of vascular procedures, but there is little research on the efficacy of using ultrasound for arterial blood gas (ABG) sampling. Obtaining an ABG sample is a task frequently performed by respiratory therapists (RTs) under scope of practice, however, little is understood about how much time is dedicated to the procedure in many entry-to-practice respiratory therapy education programs. In order for RTs to perform this procedure effectively in the clinical setting, it is essential to introduce theoretical, application, and practice-based opportunities in a low-stakes educational setting. The purpose of this study was to establish a baseline understanding of ABG draws under US guidance and compare it with post-education module performance using a web-based assessment in a sample of RT students at one institution.

Methods:

13 entry-to-practice students enrolled in a baccalaureate respiratory care program at a four-year institution consented and participated in this study. All had met previously established competency requirements to obtain ABGs and all had successfully obtained an ABG sample on at least one patient in clinical practice. Participants were first asked to complete a web-based assessment to identify their experience with US-obtained ABGs, comfort level with US, and questions related to US technology and the use of US to obtain an ABG. Following this, students attended a 40-minute lecture which covered an overview of US technology, use of US equipment, how to identify an artery under US, and how to guide a needle tip into the arterial lumen. Participants were then afforded time to practice identifying their own arteries under US and to practice guiding a needle tip into latex tubing which had been submerged in phantom gel. Participants were then asked to complete a post-assessment to ascertain whether there was growth in understanding of the procedure. This project received IRB approval from the educational facility.

Results:

A paired t-test was used to evaluate the data. There were significant differences in the mean self-reported comfort level (1.58 vs 3.75, P < .001) and number of correct answers (2.77 vs 5.83, P < .001).

Conclusions:

An educational module consisting of lecture and hands-on practice was effective in increasing the comfort levels associated with the basic understanding and application of US as a method of ABG sampling in the clinical environment.