Presentation Details
| Understanding Knowledge Gaps in ERAS Protocol and Preoperative Pain Modalities Ashley Rumer. The Ohio State University, Hilliard, OH, USA |
Abstract
BACKGROUND: My SMART goal stated that by September 30, 2025, I would complete a quality improvement project in collaboration with anesthesia residents to identify gaps in patient knowledge of the colorectal ERAS protocol. Based on patient survey findings, I would then develop an educational resource and implement a staff process improvement plan, measuring its effectiveness through provider self-assessments before and after an educational intervention.
PURPOSE: From January through June 2025, eligible patients were screened and identified 24 hours prior to OPAC visit five days per week. They were provided an anonymous, 11-question ERAS survey administered by nursing staff following their preoperative appointment. A total of 80 completed surveys were collected and entered into Qualtrics for analysis. Key findings demonstrated variability in patient understanding. 67% reported understanding the ERAS protocol, 33% did not; 73% recalled pain management discussions, while 27% did not; and only 50% remembered being counseled about epidural or intrathecal options.
RESULTS: Pre-intervention provider self-assessments (n=5) revealed significant knowledge gaps. 20% were unfamiliar with ERAS, 75% felt uncomfortable counseling patients, 60% could not identify multimodal exclusion criteria, and 100% felt unprepared to answer patient questions. Based on these findings, I created an educational medical poster summarizing ERAS principles, neuraxial pain modalities focusing on the distinctions between intrathecal morphine, epidural, and TAP block analgesia. This educational poster was presented to the OPAC APP team on October 2, 2025, followed by administration of the post-intervention self-assessment. Post-intervention results (n=5) demonstrated a 100% improvement in provider confidence across all domains, with all participants reporting increased knowledge, comfort in patient education, and the ability to apply ERAS principles in clinical practice.
CONCLUSIONS: This project demonstrates that focused provider education can signifgantly strenthen ERAS knowledge and promote consistent application of evidence-based perioperative practices.
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author.
PURPOSE: From January through June 2025, eligible patients were screened and identified 24 hours prior to OPAC visit five days per week. They were provided an anonymous, 11-question ERAS survey administered by nursing staff following their preoperative appointment. A total of 80 completed surveys were collected and entered into Qualtrics for analysis. Key findings demonstrated variability in patient understanding. 67% reported understanding the ERAS protocol, 33% did not; 73% recalled pain management discussions, while 27% did not; and only 50% remembered being counseled about epidural or intrathecal options.
RESULTS: Pre-intervention provider self-assessments (n=5) revealed significant knowledge gaps. 20% were unfamiliar with ERAS, 75% felt uncomfortable counseling patients, 60% could not identify multimodal exclusion criteria, and 100% felt unprepared to answer patient questions. Based on these findings, I created an educational medical poster summarizing ERAS principles, neuraxial pain modalities focusing on the distinctions between intrathecal morphine, epidural, and TAP block analgesia. This educational poster was presented to the OPAC APP team on October 2, 2025, followed by administration of the post-intervention self-assessment. Post-intervention results (n=5) demonstrated a 100% improvement in provider confidence across all domains, with all participants reporting increased knowledge, comfort in patient education, and the ability to apply ERAS principles in clinical practice.
CONCLUSIONS: This project demonstrates that focused provider education can signifgantly strenthen ERAS knowledge and promote consistent application of evidence-based perioperative practices.
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author.
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