Abstract TP328: Video Instruction Increases Accuracy in Performance of Nurse Dysphagia Screening
Background and Purpose: Dysphagia screening prior to oral intake is standard for all stroke patients in assessing for aspiration risk that can lead to pneumonia, intubation, and increased length of stay. The standard teaching method for dysphagia screening consists of nurse to nurse instruction. Inconsistency in teaching methods and content could result in inaccurate screens and negatively affect patient outcomes. We postulated that an instructional video viewable from a smart phone would provide more consistent and easily accessible instruction than the standard teaching method and would improve the accuracy of nurse dysphagia screens.
Methods: A 3.5 minute teaching video was developed and posted on the internet for on demand viewing. Additionally, within the video, an icon cue was paired with each step in the process for memory triggering and an icon card was distributed. Twenty nurses (n=20) with previous nurse to nurse instruction were video recorded performing a dysphagia screen. They subsequently watched the instructional video via a smart phone and were again video recorded performing a dysphagia screen. Each screening had a maximum score of 10 points based on order and completion of steps and was scored by three independent reviewers. A paired-samples T-test was conducted on the scorings of both educational methods to compare for screening accuracy.
Results: There was a significant difference in the scores for standard instruction (M=5.6, SD= 2.0) versus video instruction (M=8.4, SD=1.3); t(19)=-8.304, p=.000, with a definite improvement in scores after video viewing.
Conclusion: These results suggest that video instruction has a significant effect on the accuracy of performing dysphagia screens. Participant surveys also revealed that video instruction provided more consistent and concise education as compared to nurse to nurse instruction. We conclude that video instruction is a more effective teaching method than standard nurse to nurse instruction and allows for more consistency in learning and accuracy in application of skills. A larger randomized controlled study is warranted with attention focused on retention of learned information over time.
- © 2012 by American Heart Association, Inc.