Developing the Key Driver Diagram by Analyzing Home Central Line Caregiver Proficiency Factors

• Published in: Pediatric quality & safety Vol. 8; no. 2; p. e638
• Main Authors: Wong, Chris I, Henrich, Natalie, Barysauskas, Constance M, Conway, Margaret, Desrochers, Marie D, Mahan, Riley M, Billett, Amy L
• Format: Journal Article
• Language: English
• Published: United States Lippincott Williams & Wilkins 01.03.2023
• Subjects: Individual QI projects from single institutions
• ISSN: 2472-0054; 2472-0054
• DOI: 10.1097/pq9.0000000000000638

Caregivers of pediatric oncology and stem cell transplant patients often care for central lines (CLs) at home. Methods to achieve caregiver CL care proficiency, and interventions designed with caregiver input are lacking. Caregivers of pediatric oncology and stem cell transplant patients patients with an external CL or removed within 2 weeks were eligible for a survey assessing knowledge, the value of training strategies, and comfort. We mapped responses (n = 79) and acceptability/challenges of introducing a pilot caregiver CL teach-back clinic program onto the capability, opportunity, motivation behavioral (COM-B) model of change to identify drivers of caregiver CL care proficiency. A working group, including caregivers, refined and approved a final driver diagram. : Ninety-four percent of caregivers answered knowledge questions correctly (capability); 95% considered hands-on training helpful (opportunity); 53% were not very comfortable with CL care (motivation). : Seventy-nine percent of caregivers were interested in a teach-back as additional training; 38% participated (opportunity); 20% refused participation due to being overwhelmed/not having time (motivation). Thirty-three percent of participants had a CL proficiency assessment (capability). Drivers of home caregiver CL care proficiency included: support for the caregiver's physical capability to perform CL care; enabling the CL care nurse trainer role; facilitating and increasing training opportunities, and engaging caregivers early and continuously to motivate proficiency development appropriately. An approach centered on caregivers as main stakeholders can identify drivers to co-design an intervention for improved home CL care delivery. A standardized process to train and evaluate caregivers with multiple hands-on opportunities might be beneficial.