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Recommended Citation
Tokarski J, Montesa T. Use of a Traveling Education Cart to Provide Interactive In-Situ Education. Evidence Based Practice podium presentation at Transforming Practice: The Intersection of Technology and Nursing Excellence; Advocate Health Nursing Research and Professional Development Conference 2025; November 12, 2025; Virtual.
Presentation Notes
Evidence Based Practice podium presentation at Transforming Practice: The Intersection of Technology and Nursing Excellence; Advocate Health Nursing Research and Professional Development Conference 2025; November 12, 2025; Virtual.
Abstract
Background/Rationale: After analyzing safety events and learning needs assessments, an opportunity for improving cardiovascular and respiratory knowledge was found.
Aim: This intervention sought to improve learners’ knowledge, skills, and confidence with high-risk, low-volume equipment. Evidence shows that interactive, simulation-based activities effectively engage learners and enhance critical thinking through application to clinical scenarios. There is also support for implementing a traveling education cart to disseminate information in a concise, flexible, small-group format without impeding nursing workflow.
Implementation Plan: The education cart was piloted over 3 months in an ICU. A multimodal approach included case studies, gamification, discussions, and guided small-group simulations with high-risk, low volume equipment. One cart featured an interactive activity for recognizing electrocardiogram (ECG) rhythms and managing a defibrillator, and another included a Jeopardy-like game with hands-on respiratory devices. A facilitator captured available nurses by rounding at nurse stations twice weekly for 3 months during the day shift. Each week, 1 to 2 topics were covered, depending on attendance and prior participation. Teammates scanned a QR code before and after sessions to assess learning and provide feedback, which helped influence future topics.
Outcomes: Multiple-choice and short-answer questions assessed knowledge and a 5-point Likert scale measured confidence changes. Data on use of the ECG cart showed a 25% increase in confidence and an 18.75% improvement in knowledge. Data on the respiratory cart showed 21% knowledge improvement; with 1 erroneous question removed, this result increased to 44%. Qualitative feedback was positive overall, with comments such as “helpful,” “necessary,” and “great.”
Implications for Practice: Positive results and feedback indicate that the education cart can effectively meet learners’ needs with its flexible, brief, and engaging small-group format.
Document Type
Oral/Podium Presentation
Publication Date
11-12-2025
Use of a Traveling Education Cart to Provide Interactive In-Situ Education
Background/Rationale: After analyzing safety events and learning needs assessments, an opportunity for improving cardiovascular and respiratory knowledge was found.
Aim: This intervention sought to improve learners’ knowledge, skills, and confidence with high-risk, low-volume equipment. Evidence shows that interactive, simulation-based activities effectively engage learners and enhance critical thinking through application to clinical scenarios. There is also support for implementing a traveling education cart to disseminate information in a concise, flexible, small-group format without impeding nursing workflow.
Implementation Plan: The education cart was piloted over 3 months in an ICU. A multimodal approach included case studies, gamification, discussions, and guided small-group simulations with high-risk, low volume equipment. One cart featured an interactive activity for recognizing electrocardiogram (ECG) rhythms and managing a defibrillator, and another included a Jeopardy-like game with hands-on respiratory devices. A facilitator captured available nurses by rounding at nurse stations twice weekly for 3 months during the day shift. Each week, 1 to 2 topics were covered, depending on attendance and prior participation. Teammates scanned a QR code before and after sessions to assess learning and provide feedback, which helped influence future topics.
Outcomes: Multiple-choice and short-answer questions assessed knowledge and a 5-point Likert scale measured confidence changes. Data on use of the ECG cart showed a 25% increase in confidence and an 18.75% improvement in knowledge. Data on the respiratory cart showed 21% knowledge improvement; with 1 erroneous question removed, this result increased to 44%. Qualitative feedback was positive overall, with comments such as “helpful,” “necessary,” and “great.”
Implications for Practice: Positive results and feedback indicate that the education cart can effectively meet learners’ needs with its flexible, brief, and engaging small-group format.
Affiliations
Lutheran General Hospital