Since safe practice is regarded as a moral and professional responsibility, basic knowledge is information that is necessary for entry into critical care nursing and represents the foundation for job performance. A primary aim of in-service education in critical care nursing is to assure that staff nurses demonstrate an understanding of this basic knowledge.
Because of on-going research studies since , publications, and the use of the BKAT over the past 34 years, it has become accepted as one standard for measuring basic knowledge in critical care nursing. Research continues to be conducted and published. There are currently seven 7 different BKATs. These are described individually on this WebSite. It is a item paper and pencil test that measures basic knowledge in critical care nursing.
These items measure content related to the following areas of critical care nursing practice: The BKAT takes approximately 45 minutes to complete and has been administered on a supervised and unsupervised basis with no statistical difference in scores.
Validity for each of the subsequent versions of the BKATs was established through a panel of experts. Validity has also been supported through replication of research findings related to group differences, learning theory, and variables associated with and not associated with scores on the BKAT. Samples of baccalaureate nursing students, new graduate nurses, and foreign nurses not working in the USA have been used as groups known to be different from practicing USA critical care nurses.
These revisions included the deletion of 7 questions--with either low item to total correlations or outdated material--and the addition of two questions.
Revisions were also made to 10 stems, 8 answers, and 46 distractors. This is described below. All worked in the adult ICU. The BKAT can be used in the following ways: Permission must be obtained to use the BKAT, and to make copies of it.
No BKAT may be put on any computer for any reason: Additional information related to what BKATs are available and what research is currently being conducted can be found by going to the Homepage or clicking the 'Research' bar on this Webpage.
Journal of Emergency Nursing. Weighing the evidence on patient safety strategies to implement now. Competence requirements in intensive and critical care nursing—Still in need of definition? Intensive and Critical Care Nursing. Catheter-associated urinary tract infections.
Focus on central venous pressure monitoring in an acute care setting. Different but the same. In-hospital management of patients with atrial flutter. Defibrillation international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations.
Caring for the patient with angina: British Journal of Healthcare Association. Diagnosis and treatment of atrial fibrillation in the acute care setting.
Journal of the American Academy of Nurse Practitioners. Development of a standing order set. The Journal of Continuing Education in Nursing. A multidisciplinary strategy is needed to conquer VAP. Critical Care, food for thought. Medication errors in neonates. Morris, LL et al. Designing a comprehensive model for critical care orientation. Journal of Perinatal Neonatal Nursing. Follow-up Survey 10 years later: Hendrick B, Lindsay A. Journal for Nurses in Staff Development. Creation of a stepdown nurse internship program.
Hand hygiene practices in a neonatal intensive care unit: A multimodal intervention and impact on nosocomial infection. Enhancing knowledge and self-confidence of novice nurses: Implementing potentially better practices for imkproving family-centered care in neonatal intensive care units: Comparing basic knowledge in critical care nursing between USA and foreign nurses: American Journal of Critical Care.
Its use and effect on orientation programs. New from nursing research: