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. 2020 Jan 21:51:24-27.
doi: 10.1016/j.amsu.2020.01.004. eCollection 2020 Mar.

Foundation doctor knowledge of wounds and dressings is improved by a simple intervention: An audit cycle-based quality improvement study

Hannah Catton  1 , Luke Geoghegan  2 , Alexander J Goss  3 , Raina Zarb Adami  4 , Jeremy N Rodrigues  1   5
Affiliations

Foundation doctor knowledge of wounds and dressings is improved by a simple intervention: An audit cycle-based quality improvement study

Hannah Catton et al. Ann Med Surg (Lond). .

Abstract

Background: Many foundation year 1 and 2 doctors (FYs) have limited knowledge experience in wound management. Wound dressing formularies exist in many NHS Trusts, though awareness of and adherence to them by FYs is not known. This quality improvement study described baseline FY knowledge of wound management, and investigated whether this could be improved through educational intervention.

Methods: A single-centre, prospective, baseline audit was conducted following local approval. This assessed knowledge of wound types and appropriate dressings alongside individual confidence providing wound care. The educational intervention involved the distribution of an ID-badge sized quick reference guide that could be attached to the FYs' lanyards, and an introduction to the formulary during routine teaching. The audit loop was closed by repeating the questionnaire.

Results: Pre- (n = 43) and post- (n = 35) intervention questions were completed by FYs. The mean score post-intervention was significantly higher than the pre-intervention score across all knowledge questions (from 32% correct to 71% correct, p < 0.0001). There was no change in participant confidence, which remained low.

Conclusion: FYs lack confidence and knowledge about wounds and dressings. The latter can be improved through a simple and practical educational intervention that could be deployed nationally.

Keywords: Dressings; Education; Wound; Wounds and injuries.

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Conflict of interest statement

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Figures

Fig. 1
Fig. 1
Change in overall percentage score before and after educational intervention (Mean ± SD). ****p < 0.0001, Student's t-test.
Fig. 2
Fig. 2
Graph demonstrating the improvement pre- and post-intervention for each item.
See this image and copyright information in PMC

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