Triage Training in Iran from 2010 to 2020: A Systematic Review on Educational Intervention Studies

Abstract

Accurate decision‑making in triage requires continuous education, so triage nurses should receive annual refresher courses. Identifying the most effective method can make the provision of practical education to triage staff in hospitals possible. This review was conducted with the aim to determine the effectiveness of triage education methods in Iran. Materials and Methods: In this systematic review on educational intervention studies, international and Iranian medical sciences databases were searched using a defined search strategy compatible with each database. PubMed, Scopus, Web of Science, Google Scholar, SID, Islamic Science Center (ISC), and IranDoc databases were searched for literature published from January 2010 to January 2020. The MeSH terms of “health care staff,” “triage,” “education,” and “Iran” in English and Persian were combined to develop a search strategy. Initially, 768 article titles were retrieved. Finally, 16 articles were selected for the review. Results: All conducted studies were quasi‑experimental. Half of the studies had used a face‑to‑face approach for education (workshop, lecture, and simulation), and four studies had used lectures and pamphlets. All studies (except 1) reported that their educational intervention significantly improved nursing knowledge on triage. Conclusions: Almost all studies had reported the effectiveness of an educational intervention in improving nurses’ triage knowledge. However, it seems that the non‑face‑to‑face method is superior to the face‑to‑face method because of its learner‑centeredness and cost‑effectiveness. Moreover, providing educational content using a blended learning approach (simulation and games) can enhance the effectiveness of triage education