Table 5.
Preparedness efforts by pediatric intensive care units
| COVID-19 training modalities | n (%) |
| Modalities currently utilized for training staff? | |
| Video/teleconference | 17 (7.27) |
| Didactic | 12 (54.55) |
| Online modules | 10 (45.45) |
| Simulation-based training | 18 (81.82) |
| Virtual reality | 1 (4.55) |
| Other | |
| Importance of simulation-based training for the preparation of PICU staff for COVID-19 patient management | |
| Extremely important | 9 (40.91) |
| Important | 7 (31.82) |
| Neutral | 1 (4.55) |
| Unimportant | |
| Not at all important | |
| Objectives of the simulation-based training | |
| PPE, donning and doffing | 12 (54.55) |
| Individual procedural skills, i.e. intubation | 13 (59.09) |
| Team training, i.e. CPR | 16 (72.73) |
| Team dynamics, i.e. communication | 17 (77.27) |
| Mass casualty and surge capacity management | 1 (4.55) |
| Diagnostic testing | 1 (4.55) |
| Facility utilization and contingency planning, use of negative pressure rooms | 2 (9.09) |
| Tent deployment | 1 (4.55) |
| Other | |
| Location of the training | |
| Simulation center | 3 (13.64) |
| In situ, in its original place or location | 17 (77.27) |
| Classroom setting | |
| Other format, boot camp | 1 (4.55) |
| Simulation equipment | |
| High-fidelity, full body mannequin, simulator | 13 (59.09) |
| Low-fidelity, full body mannequin, simulator | 7 (31.82) |
| Task trainers, intubation heads, central line trainers, etc. | 7 (31.81) |
| Standardized patients, actors | 1 (4.55) |
| Virtual Reality | 3 (13.64) |
| Other | |
| Participating members | |
| Physicians | 17 (77.27) |
| Nurses | 17 (77.27) |
| Respiratory therapists | 15 (68.18) |
| Technicians | 5 (22.73) |
| Residents/fellows | 15 (68.18) |
| Students | |
| Other staff | |
| What simulation training was the MOST helpful | |
| PPE, donning and doffing | 6 (27.27) |
| Individual procedural skills, i.e. intubation | 8 (36.36) |
| Team training, i.e. CPR | 12 (54.55) |
| Team dynamics, i.e. communication | 10 (45.45) |
| Other | 1 (4.55) |
| What simulation training was the LEAST helpful | |
| PPE, donning and doffing | 3 (13.64) |
| Individual procedural skills, i.e. intubation | 2 (9.09) |
| Team training, i.e. CPR | 2 (9.09) |
| Team dynamics, i.e. communication | 2 (9.09) |
| Other | 8 (36.36) |
| Facilitators of the simulation-based training | |
| Presence of a simulation center | 7 (31.82) |
| Presence of a simulation team in your department/hospital | 15 (68.18) |
| Buy-in/support from hospital administration team | 8 (36.36) |
| Involvement in other simulation collaborative and simulation leadership | 7 (31.82) |
| Other | 8 (36.36) |
| Challenges to execute simulation-based training | |
| Buy-in/support from hospital administration team | 1 (4.55) |
| Financial resources | 7 (31.82) |
| Securing adequate supplies, PPE | 7 (31.82) |
| Staff buy-in and participation | 4 (18.18) |
| Lack of a trained simulation team | |
| Lack of simulation logistics/supplies | 4 (18.18) |
| Lack of time for preparation | 5 (22.73) |
| Lack of desire for this form of training | 1 (4.55) |
| Other | 7 (31.82) |
| Development of novel or unique training equipment or training aides | |
| Yes, i.e. intubating fume hood, please share | 7 (31.82) |
| No | 10 (45.45) |
COVID: Coronavirus disease; CPR: Cardiopulmonary resuscitation; PICU: Pediatric intensive care unit; PPE: Personal protective equipment.