Do the group discussions of the AOTrauma ORP basic course influence operating-room personnel's care approaches?

Background: Effective communication and collaborative care models are essential for optimizing trauma patient outcomes. However, traditional learning methods can hinder the development of interprofessional care approaches in the operating room (OR). Objective: This study evaluated an innovative nursing education program aimed at enhancing trauma care through interprofessional group discussions. Methods: A prospective evaluation was conducted of 268 OR nurses who participated in the Advances in Trauma Care curriculum. The intervention group (n = 147) completed preparatory eLearning and attended group-based sessions as part of the basic trauma care course. The control group (n = 121) did not participate. Trauma care approaches were assessed before and after the program using a 5-item observational scale. Results: Pre-program baseline scores on the 5-item observational scale ranged from low to medium for both the control and intervention groups. However, post-program, the intervention group showed a significant improvement, with scores rising to the medium to high range. When comparing the two groups, the intervention group scored significantly higher than the control group (t(265)=6.14, p < 0.01). Additionally, scores within the intervention group increased significantly from pre- to post-program (t(146)=-24.93, p < 0.01). Scores improved notably in each participating country after the intervention. Paired t-tests further confirmed a significant difference in the intervention group's score before and after the educational program (t(33)= -11.20, p < 0.01). Conclusions: Preliminary evidence suggests incorporating interprofessional group discussions within trauma education may positively impact nurses' application of trauma-informed care. This approach could enhance the quality of nursing care, promote evidence-based practice, and support continuous professional development—not only in operating rooms but across various departments. Further research is needed to evaluate the effectiveness and sustainability of collaborative learning models for advancing multidisciplinary trauma care on a global scale.