Doctor of Nursing Practice (DNP) Projects

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Post-BSN for Nurse Anesthetists (DNP-NA)


sphenopalatine ganglion block, simulation, competency-based education, craniofacial pain



The sphenopalatine ganglion (SPG) block is underutilized as an intervention for treatment of craniofacial pain at the National Institute of Health (NIH) in Maryland. This project aimed to increase knowledge and competence of anesthesia providers by implementing a comprehensive educational seminar on the SPG block to answer the question “in anesthesia providers at the NIH, does an educational intervention improve knowledge on the SPG block immediately after the training and two months later compared with the pre-intervention period?” Both a theoretical framework, Miller’s Pyramid of Clinical Competence, and a conceptual framework, Train the Trainer, provided guidance for the development of the clinical educational program. A two-part educational seminar including an online module and in-person hands on simulation training was conducted between January to May 2021. Percentage scores from pre-test, post-test, two-month post-test questionnaires, and simulation evaluation were used to assess knowledge improvement, retention, and competency, respectively. Secondary measures included role, perceived knowledge and comfort level of SPG block administration. Results supported a significant difference between pre-test and post-test knowledge scores and between pre-test and two-month post-test (p=0.002), but no significant difference between post-test and the two-month post-test intervention (p=0.024). This indicated that there was an increase in knowledge following the intervention as well as knowledge retention. Furthermore, anesthesia providers demonstrated competency following simulation-based training. A didactic and simulation-based approach to education on the SPG block effectively provides both knowledge and competency.

Keywords: sphenopalatine ganglion block, simulation, competency-based education, craniofacial pain

Available for download on Thursday, July 04, 2024

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Nursing Commons



Date Posted: 25 February 2022