Education and Training healthcare professionals in the application of noninvasive ventilation: a scoping review protocol
DOI:
https://doi.org/10.63176/txbzm174Keywords:
Clinical education, Health professional training, Noninvasive ventilation, Professional development, Training programsAbstract
Background: Respiratory diseases are a major cause of morbidity and mortality worldwide, often necessitating ventilatory support. Non-Invasive Ventilation (NIV) is an effective strategy, but its implementation depends on adequate professional training. However, evidence reveals significant gaps in education and heterogeneity in clinical practice, as well as a lack of standardised protocols. These issues compromise the effectiveness of interventions and patient safety.
Objetive: To map education and training programs for healthcare professionals in the application of Non-Invasive Ventilation and its components.
Inclusion criteria: This review will consider studies addressing education and training for healthcare professionals (nurses, physiotherapists, doctors and other clinical staff) on the use of NIV in adults (≥18 years). Both qualitative and quantitative studies, as well as mixed-methods studies, will be included, along with grey literature. Studies focusing on educational and training programs or professional development initiatives in various clinical, academic or institutional settings will be considered. Studies focusing exclusively on technical or pathophysiological aspects without a training component will be excluded.
Methods: This review will follow the Joanna Briggs Institute (JBI) methodology for scoping reviews. Searches will be conducted in the following databases: MEDLINE (via PubMed), CINAHL (via EBSCOhost), Scopus, Web of Science and other grey literature sources. Two independent quality appraisals will be conducted, with a third reviewer resolving any discrepancies. Data will be extracted using a pre-developed tool and synthesised in tabular format. This will be accompanied by a descriptive narrative mapping pedagogical features and identifying evidence gaps.
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