Nurse Anesthesiology Didactic Formatting: Effects on Resident Confidence, Well-Being, Stress, and Anxiety

Abstract

Purpose. The purpose of this project was to highlight the mental wellness challenges that confront nurse anesthesiology residents (NARs) and discover if hybrid didactic formatting vs. in-person formatting could reduce the high levels of stress and anxiety experienced by residents. Background. NARs face extreme life changes, rigorous expectations, and intense clinical scenarios upon entering anesthesia training. Educational changes are needed to improve confidence and well-being while reducing stress and anxiety. While training programs have traditionally used in-person learning, perhaps new methods of hybrid/online learning could benefit resident wellness. Methods. This is a mixed-methods quality improvement (QI) project using Maslow’s hierarchy of needs as the theoretical framework. An educational podcast episode was recorded and broadcast publicly on the Anesthesia Guidebook podcast series. A survey link was available on the podcast website to assess the impact of hybrid vs. in-person formatting on the mental well-being of residents. Results. During the data collection period, there were 2,064 downloads of the podcast episode, with 53 participants completing the survey, which is a 2.57% response rate. Data showed that formatting did not cause significant differences in levels of confidence, well-being, stress, or anxiety. Analysis of written responses indicated that either learning modality could improve mental well-being, depending on the needs and learning styles of each participant. Conclusions. Future large-scale studies need to be performed to ascertain if the responses to this QI project are representative of the wider community. Research into other causes of and possible solutions for the decreased mental wellness of residents should be investigated.