THE DEMAND AND HELPFUL OF INTERDISCIPLINARY
LEARNING TRAINING COURSE FOR NOVICE REGISTERED
RESPIRATORY THERAPIST
Chu, Chia-Chen1, 4,5; Liu, Chin-Jung 1, 2; Shih, Chuen-Ming 1, 3; Cheng, Wei-Erh 1, 3; Tsai, Yuh-Show 4; Huang, Kuang-Hua5
INSTITUTIONS (ALL):
1. Respiratory Therapy, China Medical University, TaiChung, Taiwan.
2. Respiratory Therapy, China Medical University Hospital , TaiChung, Taiwan. 3. Chest, China Medical University Hospital, Taichung, Taiwan.
4. Biomedical Engineering, Chung Yuan Christian University, Jhongli, Taiwan. 5. Health Services Administration, China Medical University, TaiChung, Taiwan.
Background:
There was two years on job training program for the novice registered respiratory therapist (RRT) was conducted by Department of Health of Taiwan since July 2007. This program was divide three stages (first stage was three months for familiar with the hospital environment, second stage was nine months for basic respiratory therapy skills learning, and third stage was one year for advanced respiratory skills learning) to learn the holistic interdisciplinary cooperation to integrate respiratory care. Due to this purpose, we arranged six Interdisciplinary learning training courses for the novice registered respiratory therapist, like physician-round in intensive care unit,
physician-nurse case meeting, family members of the forum, ventilator weaning rate review meeting, case report of intensive care unit, and review of equipment
maintenance. After the end of each stage training, they was demand to fill the
questionnaire with Likert 5 point scale for the demand and helpful of interdisciplinary learning training course for novice RRT.
Materials and Methods:
There were thirteen novices RRT join the program from July 2007 to Jan. 2012 and got thirty questionnaires when they finished each stage. The questionnaire use Likert 5 point scale to define the degree of demand or helpful from strongly need (5), need (4), neutral (3), no need (2), strongly no need (1). There are ten times in first stage, thirteen times in second stage and seven times in third stage. We used descriptive statistics to compare the degree of demand or helpful of six course in each stage and ANOVA test to defined the degree of demandor helpful of six course among three stages.
Result:
The degree of demand and helpful of six courses in each stage showed that the physician-round in intensive care unit is the highest (the average value of demand in three stages is 4.6, 4.62, and 4.71, the average value of helpful in three stages is 4.5, 4.92, and 4.71), all data showed the novice strongly need for the physician-round in intensive care unit course. After ANOVA test to compare the demand and helpful of six courses in each stage, showed novices in the stage 2 have higher score than other stage except physician-round in intensive care unit and physician-nurse case meeting in demand and the case report of intensive care unit in helpful. They are not statistic significance except family members of the forum in demand (p=0.013) and ventilator weaning rate review meeting in helpful (p=0.008), Scheffe post hoc tests showed novice in stage 2 have more demand and helpful in six courses.
Conclusion:
In our study, these two years on job training program with six interdisciplinary learning training courses showed more fit the novice’s demand and helpful. These training procedures are to make the novice quickly skillful in care patients and to assure the patient safety. Owing to limited in one hospital, the further study needs multicenter assessment.
