Fig 1.
Plan of the high-level isolation unit (HLIU).
A small version with two patient rooms, B large version with twelve patient rooms. Red bars denote doors, which seal the isolation area (marked by light colors) from other areas, arrows denote entry and exit of the isolation area, + denotes patient room with anteroom. In the small and large version of the HLIU, door (1) and (2) are closed, respectively (see A and B).
Table 1.
Timetable of training sessions.
Fig 2.
Perceived competence depending on the number of trainings attended.
Box plot of points on the 5-point Likert scale (with extremes labelled as “I do not agree at all” at the lower and “I fully agree” at the higher end). The lower bound of the box indicates the first quartile, the thick line indicates the median, and the upper bound of the box indicates the third quartile. The lower and upper whisker indicate minimum and maximum values, respectively. The circle represents outliers (i.e. < first quartile– 1.5*IQR). 0–1, 2–3, and ≥ 4 trainings had been attended by 43, 40, and 33 participants, respectively. Results show overall agreement with 13 questions addressing competence (e.g. “I feel competent with airway management in the HLIU”) from participants who had so far participated in 0–1, 2–3, and ≥ 4 training sessions.
Table 2.
Perception of competence before and after training.
Table 3.
Post processing of exercises and further implications.