Education Resource Specialist Sugarland, Texas, United States
Disclosure(s):
Sindhu Joseph, MSN, CVRN, CV-BC: No financial relationships to disclose
Background: HFIMU nurses manage 3–4 complex patients, including LVAD, who require GI procedures. A staff survey revealed that escorting patients for 2–3 hours leaves others with a buddy nurse who has 3–4 patients, leading to delayed care, tasks, and frustration as nurses feel overwhelmed and stretched beyond capacity.
Methods: The leadership team of the Heart Failure Service Line collaborated closely with leaders from the Procedural Areas to develop a structured training program designed to enhance the care of patients with Left Ventricular Assist Devices (LVADs). The program initially focused on nurses in the GI lab, as many HFIMU patients with LVADs frequently require GI procedures. To begin, the HFIMU nurse educator escorted patients to the GI lab to observe the workflow, assess existing practices, and identify gaps in knowledge and processes. Based on these observations, the educator developed a comprehensive training curriculum tailored to the needs of GI lab nurses. Educators from the Heart Failure unit then delivered a four-hour didactic session that combined essential theoretical knowledge with hands-on training for managing LVAD patients safely. Following this session, nurses from the HFIMU accompanied LVAD patients to the GI lab to support staff and validate LVAD competencies using a standardized checklist for nurses who had completed the class. This process ensured that nurses not only learned the material but could also apply their skills in real clinical scenarios. To maintain a high standard of care, the GI lab nurses' LVAD competencies are reinforced through annual validation and ongoing continuing education.
Outcome: The implementation of LVAD training for GI lab nurses has had a meaningful impact on both staff workflow and patient care. Previously, HFIMU nurses escorted LVAD patients to the GI lab and stayed with them throughout lengthy procedures. This practice disrupted their workflow, delayed care for other patients on the unit, and contributed to stress and burnout among staff as they struggled to balance competing demands. By equipping GI lab nurses with the skills and confidence to manage LVAD patients independently, HFIMU nurses can now remain in the unit and provide uninterrupted care for their other complex patients. This change has reduced staff frustration, alleviated burnout, and allowed for more consistent care delivery within the HFIMU. For GI lab nurses, the program has been equally empowering. The structured curriculum, which included hands-on practice and competency validation, improved their confidence and clinical expertise in caring for LVAD patients. Nurses expressed appreciation for the practical training and reported feeling more prepared and supported in their roles. Overall, the initiative enhanced workflow efficiency, care continuity, and patient satisfaction. This success highlights the value of interdisciplinary collaboration and underscores the role of ongoing education in improving the quality of care and staff engagement.
Conclusion: As the LVAD population grows, expanding education beyond the GI lab is essential. Building on the success of the initial program, broader training will empower staff, reduce burnout, enhance workflow, and ensure safe, high-quality care across all settings, while strengthening workforce development to meet the complex needs of patients.
