Buy this Article for $10.95

Have a coupon or promotional code? Enter it here:

When you buy this you'll get access to the ePub version, a downloadable PDF, and the ability to print the full article.


education, online, pediatric, simulation, teamwork, trauma



  1. Dorman, Robert James DNP, RN-BC, CCRN, C-NPT, CNL, TCRN, CFRN
  2. Ciurzynski, Susan M. PhD, RN-BC, PNP, VCE, FNAP
  3. Wakeman, Derek S. MD


Introduction: Successful resuscitation of pediatric trauma patients requires a team of individuals to come together to provide coordinated, efficient care to the injured child. Lack of specific education in team dynamics and trauma resuscitation skills, combined with a constantly changing membership of pediatric trauma teams, creates barriers to excellence in care delivery. Therefore, it is essential for teams to practice these high-risk, low-volume skills to establish and maintain competency.


Methods: An online educational program consisting of team dynamic training, hospital-specific trauma roles/responsibilities, and exposure to a trauma resuscitation checklist was delivered to 40 interprofessional participants who were representative of the pediatric trauma team. Team members then attended an in-situ simulation of two pediatric trauma resuscitation scenarios.


Results: Forty interprofessional team members participated in the program. Education and simulations were well received by the overwhelming majority of participants, with mean scores for achievement of program objectives ranging from 4.75 to 4.85 based on a Likert scale from 1 to 5. Logistical details such as scheduling, equipment setup and takedown, stakeholder buy-in, and validation for continued program funding were determined to be sustainable in that the overall program was not labor intensive, the scheduling system was user friendly, and the financial impact was minimal.


Discussion: This project provided participants with a baseline of education and the opportunity to practice pediatric trauma resuscitation using simulated scenarios that allowed for assessment of team functioning and clinical performance. The results reinforced the acceptance of interprofessional education and identified subject matter for future educational programs.