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GUIDELINES FORCOUNTING CLINICAL EXPERIENCESCouncil on Accreditation ofNurse Anesthesia Educational ProgramsOctober 15, 2015Revised July 2017Copyright 2014 by the Council on Accreditation of Nurse Anesthesia Educational Programs222 S. Prospect Avenue, Park Ridge, Illinois, 60068-4037
The Council on Accreditation of Nurse Anesthesia Educational Programs (COA) recentlypublished revised standards for nurse anesthesia educational programs offering masters anddoctoral degrees. These new standards included revisions to the required clinical experiencesthat each graduate must attain within the program. The COA received feedback indicating aneed to provide an authoritative reference for all student registered nurse anesthetists (SRNAs)and program administrators. The document is also available for use by any Certified RegisteredNurse Anesthetist (CRNA) advising student nurse anesthetists about recording clinicalexperiences. While SRNAs are responsible for accurately recording clinical learningexperiences, all participants in the process must realize the final authority for quantifyingclinical experiences rests with the Program Administrator who must affirm the accuracy of theclinical experience record. The purpose of the Guidelines for Counting Clinical Experiences is toenhance consistency in how nurse anesthesia students quantify their clinical learningexperiences by providing interpretive guidelines and examples for the clinical experiences.These guidelines cannot anticipate all possible scenarios, nor can they foresee futuredevelopments in surgical/procedural care or other emerging technologies. Therefore, studentsmust consult the program administrator when questions arise regarding how clinicalexperiences should be counted. Program administrators are encouraged to consult the COAregarding these matters, as needed.General Guidelines on Counting Clinical Experiences:Nurse anesthesia students must have the opportunity to develop into competent, safe, nurseanesthetists capable of engaging in full scope of practice as defined in the AANA’s Scope ofNurse Anesthesia Practice and Standards for Nurse Anesthesia Practice. To ensure nurseanesthesia students develop the knowledge, skills and abilities for entry into practice, studentsmust participate in all phases of their clinical cases including preoperative, intraoperative andpostoperative anesthesia care. While it may not be possible for students to participate in allphases of care on every case, students can only take credit for a case where they personallyprovide anesthesia for critical portions of the case. A student may only count a procedure (e.g.,CVL placement, regional block, etc.) that he or she actually performs. Students can take creditfor an anesthetic case only if they are personally involved with the implementation andmanagement of the anesthetic. Students cannot take credit for an anesthetic case in which theyobserve another anesthesia provider manage a patient’s anesthetic care.The COA published the following definition in the glossary section of both the Standards forAccreditation of Nurse Anesthesia Programs – Practice Doctorate and 2004 Standards forAccreditation of Nurse Anesthesia Educational Programs.Counting clinical experiences-Students can only take credit for a case where theypersonally provide anesthesia for critical portions of the case. A student may only counta procedure (e.g., central venous catheter placement, regional block, etc.) that he or sheactually performs. Students cannot take credit for an anesthetic case if they are notpersonally involved with the management of the anesthetic or only observe anotheranesthesia provider manage a patient’s anesthetic care. Two learners should not beassigned to the same case, except when the case provides learning opportunities for 2COA Guidelines for Counting Clinical Experiences
students, and 2 anesthesia providers are necessary due to the acuity of the case. Theprogram will need to justify any deviation from this requirement.Developing comprehensive guidelines addressing all possible situations whereprograms/students may count clinical learning experiences is difficult. In order to provideclarity, consideration should be given to the following general principles.1. Clinical learning experiences must provide educational value.a. Experiences lacking value might include:1) Student provides temporary relief (e.g., morning/lunch breaks) to the primaryanesthetist in a case, where the student neither begins nor finishes a case and isonly in the case for a short period of time (e.g., 30 minutes).2) Student is in an observation-only role (e.g., not involved in decision-makingprocesses nor actively engaged in developing or implementing the anestheticplan).3) Student role is limited to recording the anesthetic (i.e., charting only).4) Two students share a routine case (e.g., laparoscopic cholecystectomy,orthopedic case).b. Experiences with value might include:1) Student provides temporary relief (e.g., morning/lunch breaks) and a significantevent occurs requiring the student to develop/implement anesthesiamanagement (e.g., air embolus develops, major hemorrhage occurs, aorticclamping/unclamping, new onset myocardial ischemia, cardiac arrest, intenseresistant bronchospasm, unintentional extubation, etc.)2) Two students share a complex case where there is opportunity for both learnersto have significant learning (e.g., liver transplants, rare cases, massive trauma,complicated cases requiring two anesthesia providers)2. Students cannot count any procedure unless they personally perform the procedure.3. The program will need to justify any questionable counting of cases by identifying thestudent’s level of participation and learning outcomes achieved.How to Use This Document:Students and program administrators are encouraged to read the document in its entirety. The“Interpretive Guidelines” column includes language intended to amplify and clarify the intent ofthe clinical learning experience. When the Interpretive Guidelines reflect definitions found inthe glossary of COA accreditation standards, it will be so indicated. For example, (see Glossary,“Clinical hours”).Examples may be included in more than one Clinical Experience category for increased clarity.For example, information regarding regional techniques used in obstetric management may befound in obstetric management, pain management encounters, and regional techniques. Thisunderscores the need to read the entire document for maximum clarity.COA Guidelines for Counting Clinical Experiences
The COA standards no longer include an exhaustive list of anatomical categories. Severalanatomic categories were eliminated in the current standards because the experiences arecommon across all programs. Therefore, some clinical learning experiences will not have anappropriate anatomic category (e.g., extremities, extrathoracic, perineal (e.g., colonoscopy),extracranial (e.g., ECTs), and routine pacemaker insertions. Some cases will appropriately berecorded in two anatomic categories. A single case may be counted in one anatomic category,more than one anatomic category, or no anatomic category at all. All anesthetic cases areconsidered valuable learning experiences, and therefore should be counted regardless ofwhether they are assigned to an anatomic category. Therefore, the total number of casesrecorded in anatomical categories may not add up to the total number of cases.Program administrators are encouraged to contact the COA with any questions regarding theappropriateness of students counting specific clinical learning experiences and the NBCRNAregarding the reporting of required clinical learning experiences on the NBCRNA transcript. Thiswill allow the COA and the NBCRNA to promote consistency in how clinical learning experiencesare counted and reported respectively, and further develop these guidelines.COA Guidelines for Counting Clinical Experiences
CLINICAL EXPERIENCESTotal Clinical HoursPatient Physical StatusInterpretive Guidelines(2000) Clinical hours include time spent in theactual administration of anesthesia (i.e.,anesthesia time) and other time spent inthe clinical area. Total clinical hours areinclusive of total hours of anesthesia time;therefore, this number must be equal to orgreater than the total number of hours ofanesthesia time. (see Glossary, “Clinicalhours”)Each patient must have only one physicalstatus.The Patient Physical Status categories areto be used only for learning experienceswhere the student administers ananesthetic. They are not to be used forother learning situations that cannot becounted as a case.Class IClass IIClasses III – VI (total of a, b, c & d)a. Class IIIb. Class IVc. Class Vd. Class VITotal CasesSpecial CasesGeriatric 65 yearsPediatricPediatric 2 to 12 yearsExamplesExamples of other clinical time would includein-house call, preanesthesia assessment,postanesthesia assessment, patientpreparation, OR preparation, and time spentparticipating in clinical rounds.Students would not include the PatientPhysical Status category for code blueresponses, intubations outside the OR,vascular access consultations, and othersituations where an actual anesthetic is notbeing administered.(200) [300](50) [100](10) [100](0) [5](600) [700](100) [200](30) [75]COA Guidelines for Counting Clinical Experiences5
Pediatric (less than 2 years)(10) [25]Neonate (less than 4 weeks)[5]Trauma/Emergency (E)(30) [50] An emergency case allows the student theCOA Guidelines for Counting Clinical ExperiencesAn emergency case:6
CLINICAL EXPERIENCESCOA Guidelines for Counting Clinical ExperiencesInterpretive Guidelinesopportunity to provide anesthesia underone or more of the following conditions:1) there is an urgency/continued threat topatient well-being; 2) there are fewerresources available then during regularoperating hours; and/or 3) there is limitedassessment and planning time allowed forthe unscheduled case.When a case is deemed an emergencybased on the professional opinion of theoperating practitioner (i.e., surgeon,proceduralist), the case may be counted asan emergency case.ExamplesA student is notified that a case is beingbrought to the OR on an emergent basis, asdeemed by the surgeon. The patient has anewly diagnosed kidney stone and is rapidlymoving into a septic state. The patient hasnot been NPO. Due to time constraints, thepreanesthetic evaluation is limited.Not an emergency case:It is 1:40 p.m. Wednesday and the orthopedicsurgeon has a patient with a fracture hip whohas been in the hospital for 36 hours tostabilize her cardiac and hemodynamic status.The patient is NPO, has been fully assessed,and her physical status optimized. Thesurgeon wishes to do this case at this timeinstead of waiting to schedule it for thefollowing day. This would not be consideredan emergency case as it meets none of thethree conditions that define an emergencycase.7
CLINICAL EXPERIENCESInterpretive GuidelinesObstetrical management (total of a & b) (30) [40] This category is intended to ensurestudents have adequate clinicalexperiences during all stages of labor anddelivery. Students may count clinicalexperiences in this category only if theprocedure being performed is intended tofacilitate delivery of the fetus.The COA is aware the number of requiredcesarean deliveries (10) and analgesia forlabor cases (10) do not equal the totalnumber of required ObstetricalManagement cases (30). Obstetricalpatient populations are unpredictableduring students’ OB rotations. Requiringstudents to have a greater number ofObstetrical Management experiencesassures that the total number of requiredOB case experiences is greater withoutbeing too prescriptive.a. Cesarean delivery(10) [15] When anesthesia is delivered for acesarean delivery, regardless of whether itis a continuation of a labor epidural, it isCOA Guidelines for Counting Clinical ExperiencesExamplesA student performs an anesthetic for anappendectomy on a patient whose fetus isat 18 weeks gestation. Since the procedureis not intended to result in delivery of thefetus, the procedure cannot be counted asan obstetrical management experience.A student performs an anesthetic for acervical cerclage on a patient with cervicalinsufficiency. Since the procedure is notintended to result in delivery of the fetus,the procedure cannot be counted asobstetrical management experience.A student who has completed sixty (60) OBanesthesia experiences, eight (8) of whichare cesarean deliveries. The student wouldnot meet the minimum case requirementsfor graduation. Although the student withsixty (60) obstetrical managementexperiences far exceeds the minimumnumber required for obstetricalmanagement, the students fails to meet theminimum number of ten (10) cesareandeliveries. The student would need toadminister two (2) additional anesthetics forcesarean deliveries in order to meet therequired minimum.A student places an epidural catheter forpain management during labor. Following atrial of labor, the patient proceeds to8
CLINICAL EXPERIENCESCOA Guidelines for Counting Clinical ExperiencesInterpretive Guidelinescounted in this category.Examplescesarean delivery. The student records theexperience as ONE case, for ONE patient.This case is recorded in the followingcategories: Pain Management Encounter Obstetrical managemento Cesarean deliveryo Analgesia for labor Anatomic category-abdominal Regional techniqueso Managemento Actual Administration Epidural Pain Management AnesthesiaAnesthesia time for the case should includethe patient assessment and preparation,subsequent epidural catheter placement, andany other face-to-face time with the patient.The cumulative anesthesia time wouldinclude both the labor epidural face-to-facetime and the intra-operative time during thecesarean delivery. If the case proceeds toemergent cesarean delivery, it would alsocount as an emergency case.A student administers a spinal anesthetic forcesarean delivery and remains for themanagement of the case. This case isrecorded in the following categories: Obstetrical management9
CLINICAL EXPERIENCESb. Analgesia for laborInterpretive Guidelines(10) [15]COA Guidelines for Counting Clinical ExperiencesExampleso Cesarean delivery Anatomic category-abdominal Regional techniqueso Management Anesthesiao Actual administration Spinal AnesthesiaIf the case is an emergent cesarean delivery,it would also count as an emergency case.Students performing a pre-anestheticA student places an epidural catheter forassessment, developing a plan of care,labor pain management. The studentperforming an intervention (e.g., epidural provides care after placing the epidural for acatheter placement), and providing care period of time and periodically reassesses thefollowing the intervention, should count patient, adjusting the dosing as indicated.the experience as a case. The case isThis case is recorded as ONE case in thecounted as a SINGLE case, and a SINGLE following categories:pain management encounter even if the Obstetrical managementstudent periodically returns to evaluateo Analgesia for Laborthe patient and adjust the epidural Pain management encounterdosing. Regional techniqueso Management Pain managemento Actual administration Epidural Pain managementIf the student only performs theA student places an epidural catheter forintervention (i.e., another provider haslabor pain management. Anotherperformed the assessment andanesthesia provider performed thedeveloped the plan of care), the studentpreanesthetic assessment and patient1
CLINICAL EXPERIENCESExamplespreparation. The student’s involvement waslimited to performance of the procedure.The student would count this as neither ananesthetic case nor a pain managementencounter, but would take credit for theclinical skills performed. The experiencewould be recorded in the followingcategories: Regional techniqueso Actual administration Epidural Pain managementWhen a student performs a combinedA student places a combined spinal/epiduralspinal/epidural catheter placement, thecatheter for labor pain management. Thisstudent counts both procedures (i.e.,case is recorded in the following categories:spinal and epidural). Obstetrical managemento Analgesia for Labor Pain management encounter Regional techniqueso Management Pain managemento Actual administration Epidural Pain managemento Actual administration Spinal Pain managementPain Management Encounters (see Glossary “Pain Pain management encounters areA student is called to labor and delivery toManagement Encounters”)(15) [50] individual one-on-one patient interactions assess a patient for labor pain. The patientfor the express purpose of intervening inhas a pre-existing lumbar epidural catheter.COA Guidelines for Counting Clinical ExperiencesInterpretive Guidelinesdoes not count the experience as a case,but does count the skills performed (e.g.,epidural administration).10
CLINICAL EXPERIENCESCOA Guidelines for Counting Clinical ExperiencesInterpretive GuidelinesExamplesan acute pain episode or a chronic painThe student formulates a plan that includescondition. Pain management encountersincreasing the dose of the analgesic beingmust include a patient assessment prior to delivered by PCEA (patient-controlledinitiating a therapeutic action.epidural analgesia). The student would notPain management encounters include, butcount this as an anesthetic case. Theare not limited to, the following:experiences would be recorded in the1. Initiation of epidural or intrathecalfollowing categories:analgesia. Obstetrical management2. Facilitation or initiation of patiento Analgesia for laborcontrolled analgesia. Pain management encounter3. Initiation of regional analgesia Regional Techniquestechniques for post-operative pain oro Managementother non-surgical pain conditions, Pain Managementincluding but not limited to, plexusblocks, local anesthetic infiltration ofincisions, intercostal blocks, etc.4. Adjustment of drugs delivered, rates ofinfusion, concentration or doseparameters for an existing patientcontrolled analgesia or patientcontrolled epidural analgesia.5. Pharmacologic management of anacute pain condition in PACU.6. Trigger point injections.7. Electrical nerve stimulation.(see Glossary, “Pain managementencounters”)Administering an epidural for anThe student is providing anesthesia for anesophagectomy for postoperative painesophagectomy, and places an epiduralmanagement may count as a regionalcatheter for post-op pain management prior11
CLINICAL EXPERIENCESCOA Guidelines for Counting Clinical ExperiencesInterpretive Guidelinestechnique-pain management and a painmanagement encounter.Examplesto induction of general anesthesia. Towardthe end of the procedure, the studentinitiates the post-operative analgesia planutilizing the epidural. The student records alltypical case activities for theesophagectomy, and the followingcategories: Pain management encounter Regional Techniqueso Actual Administration Epidural Pain Managemento Management Pain ManagementAdministering a spinal anesthetic for aThe student administers a spinal anestheticcesarean delivery does not count as a painfor cesarean delivery. The spinal drugsmanagement encounter.include a local anesthetic for surgicalIf the administration of regional anesthesia anesthesia and a long-acting opioid for postoperative analgesia. This would not count asis the primary anesthetic technique for aa pain management encounter because itsurgical procedure, it does not constitutean acute pain management encounter. If a does not meet the definition of a painregional technique is used post-operatively management encounter. The long-actingfor analgesia/acute pain management, and opioid is part of the intraoperativeanesthesia plan. However, three hours afterthe student’s participation meets thethe patient is discharged from the PACU, thedefinition of a pain managementstudent performs a post-operative patientencounter, then the experience may beassessment for pain management andcounted as both a pain managementdetermines the need for supplemental IVencounter and a regional managementopioid (or any other intervention includingpain management experience.no change in the plan). This interaction12
CLINICAL EXPERIENCESInterpretive GuidelinesThe administration of intravenousanalgesics as an adjunct to a general orregional anesthesia technique does notconstitute a pain management encounterfor purposes of meeting minimal COArequired clinical experiences. (seeGlossary, “Pain management encounters”)The administration of analgesics (e.g.,fentanyl) upon arrival in the PACU does notconstitute a pain management encounter.COA Guidelines for Counting Clinical ExperiencesExampleswould be counted as a pain managementencounter, but not an anesthetic case.A student provides moderate sedation to apatient having a facet joint injection beingperformed by an anesthesiologist. Thestudent is supervised by a CRNA or anotheranesthesiologist. This does not count as apain management encounter. It does countas an anesthetic case.The student has transported the patient tothe PACU, and is transferring care to thePACU nurse. The student administers anopioid before leaving the bedside inresponse to the patient’s complaints of pain.This does not count as a pain managementencounter because the plan for immediatepostoperative pain management is integralto all anesthetic plans.The student turns over the care of a patientto the PACU nurse. Following appropriaterecovery from the anesthetic, the patient istransferred to the nursing unit. Two hourslater, the acute pain service is consulted forpain management. The same student whoadministered the intraoperative anestheticis now asked to respond to the acute painservice consult request. The studentevaluates the patient, develops a plan ofcare, and executes the plan. The student13
CLINICAL EXPERIENCESInterpretive GuidelinesThe administration of regional anesthesiaas the primary anesthetic technique for asurgical procedure does not constitute anacute pain management encounter.Placement and/or initiation of a regionaltechnique (e.g., epidural catheter,instillation of intrathecal opioids,peripheral nerve block) not being used asthe primary anesthetic is counted as aregional technique, administration (if thestudent performs the procedure), and painmanagement (if the student initiates painmanagement care using a catheter placedby another provider). This would also becounted as a pain management encounterif the postoperative plan for analgesia isdifferent than the intraoperativeanesthesia plan.COA Guidelines for Counting Clinical ExperiencesExamplesdoes count this as a pain managementencounter.The student administers a spinal anestheticin a patient undergoing a transurethralresection of the prostate. This does notconstitute a pain management encounter.The student places an epidural catheter forintraoperative anesthesia in a patientundergoing femoral-popliteal bypass.Toward the end of the procedure, thestudent initiates the post-operativeanalgesia plan utilizing the epidural bychanging the epidural solution to a weaklocal anesthetic plus an opioid. Theexperiences would be recorded in thefollowing categories: Pain management encounter Vascular Regional Techniqueo Actual Administration Epidural Anesthesiao Management Anesthesia Pain ManagementThis counts as a pain managementencounter because the plan for immediatepostoperative pain management is differentthan the intraoperative anesthetic plan. Thestudent assesses the patient’s pain14
CLINICAL EXPERIENCESAnatomical Categories9Intra-abdominalIntracranial (total of a & b)a. Openb. Closed9Interpretive GuidelinesExamplesthroughout the intraoperative phase, anddevelops the postoperative painmanagement based on that assessment. Thestudent initiates the postoperative painmanagement plan, and assesses itseffectiveness postoperatively.The total number cases recorded inExamples of cases that do not have aanatomical categories will not add up todesignated anatomical category includethe total number of cases. Some cases will extremities, extrathoracic, perineal (e.g.,appropriately be recorded in two anatomic colonoscopy), extracranial (e.g., ECTs), andcategories where other cases may have no routine pacemaker insertions.category at all. The list of anatomiccategories is not an exhaustive list.Examples of intra-abdominal cases include(75) Abdominal procedures are defined ascases where the abdomen is entered viatotal abdominal hysterectomy and radicalopen or laparoscopic procedures.prostatectomy. ERCP and other intestinalendoscopy cases would not be counted asintra-abdominal.An example of a closed case is anesthesia(5) [20] Intracranial procedures are defined ascases where a procedure occurs within the administered for a gamma knife procedure.brain.(3) [10] Open intracranial procedures are when the Open procedure examples include:brain is accessed through the skull, or anBurr hole decompression and intracranialincision from another anatomical area.procedures via transphenoidal approach.Closed intracranial procedures are whenExamples of closed intracranial proceduresthe brain is accessed percutaneously viainclude gamma knife procedures andcatheter.percutaneous aneurysm coiling.Count all that apply.COA Guidelines for Counting Clinical Experiences15
CLINICAL EXPERIENCESOropharyngealIntrathoracic (total of a, b, & c)Interpretive Guidelines(20) Oropharyngeal procedures are defined asany procedure that is performed within orvia the oral cavity, including theoropharynx. Programs are expected toensure students obtain a variety of caseswithin this category. While a student couldtechnically meet the requirements byproviding anesthesia for 20 patients havingthe same procedure (e.g., bronchoscopy),that would not meet the spirit or intent ofthis category.(15) [40] Intrathoracic procedures are defined as aprocedure within the thorax where thethorax is surgically open or entered vialaparoscope.COA Guidelines for Counting Clinical ExperiencesExamplesBronchoscopy, esophagoscopy, ERCP, oralprocedures (e.g., orthodontic/dental, tongue,uvea, palate, pharynx, tonsils, adenoids, bonyfractures), trans oral cervical spine,odontectomy.16
CLINICAL EXPERIENCESInterpretive GuidelinesExamplesa. Heart1. Open Heart Cases (total of a & b)(5) [10]a) With Cardiopulmonary Bypassb) Without Cardiopulmonary Bypass Open heart procedures performed without Examples include off-pump coronary arterycardiopulmonary bypassbypass and minimally invasive direct coronaryartery bypass.2. Closed Heart Cases[10]Examples of closed heart cases includecardiac ablation, implanted cardioverterdefibrillator, transcatheter aortic valvereplacement/implantation, transcatheterpulmonary valve replacement, perivalvularleak closure, percutaneous mitral valverepair, pacemaker lead extraction (lead over1 year old), pulmonary artery/vein stent, andleft atrial appendage closure device, andLariat procedure. Cases that are notappropriate to count in this category areroutine cardiac catheterizations and routinepacemaker insertions.b. Lung(5) Includes procedures on the lung via open Pulmonary artery thrombectomy, Videothoracotomy and via thorascope.assisted thoracic surgery (VATS) involving thelung. Simple insertion of a chest tube to treatpulmonary conditions is not counted as anintrathoracic procedure.Includes intrathoracic proceduresExamples include: mediastinoscopy;c. Otherperformed either via open thoracotomy,procedures on the esophagus, thymus, andthorascope, or percutaneous approachesdiaphragm; and procedures on great vesselsthat are not appropriate to count in other including the thoracic aorta (e.g., thoracicintrathoracic categories.aneurysm repair via open thorax orCOA Guidelines for Counting Clinical Experiences17
CLINICAL EXPERIENCESNeckNeuroskeletalVascularInterpretive Guidelines(5) [10](20)(10) [30]Examplesendovascular stent placement) or vena cava(e.g., open repair of vena cava or Greenfieldfilter placement).TracheostomyExamples include endovascular aortic stentsand other open or percutaneous proceduresperformed on vascular structures.Methods of Anesthesia(400)General anesthesiaInhalation induction(25) [40]Mask management6(25) [35] A general anesthetic that is administeredby mask, exclusive of induction. Maskmanagement should be counted when it isused for induction and maintenance ofanesthesia. Mask management should notbe counted when it is just used only forinduction.A student induces general anesthesia andsubsequently administers a non-depolarizingmuscle relaxant. The student ventilates thepatient via facemask awaiting onset of themuscle relaxant. Following onset of themuscle relaxant, the student places anendotracheal tube. This does not count asmask management.A student induces general anesthesia using atotal intravenous anesthesia technique for ashort procedure (e.g., ECT, cardioversion).The airway is managed via facemask, with orwithout an oral airway. This does count asmask management.6A general anesthetic that is administered by mask, exclusive of induction.COA Guidelines for Counting Clinical Experiences18
CLINICAL EXPERIENCESSupraglottic airway devices (total of a & b)(35) [50]a.Laryngeal Maskb.OtherTracheal intubation (total of a & b)a.Interpretive GuidelinesOralCOA Guidelines for Counting Clinical Experiences(250) Tracheal intubation may only counttowards case number requirements if thestudent is successful at placing theendotracheal tube. Unsuccessful attemptsat intubation may not be counted.ExamplesA student inserts a laryngeal mask and thenperforms a laryngeal mask-guidedendotracheal intubation. The experienceswould be recorded in the followingcategories. Supraglottic airway deviceso Laryngeal mask Tracheal intubationo Oral Alternative tracheal intubation techniqueso Other techniquesIncludes but not limited to: cuffedoropharyngeal tubes with esophageal cuffs,cuffed oropharyn
Nurse Anesthesia Practice and Standards for Nurse Anesthesia Practice. To ensure nurse anesthesia students develop the knowledge, skills and abilities for entry into practice, students must participate in all phases of their clinical cases including preoperative, intraoperative and postoperative anesthesia care.
