Survey of Nurse Anesthesia Faculty Perspectives on Point-of-Care Ultrasound (POCUS) Education

Significance and Background Point-of-care ultrasound (POCUS) is increasingly recognized as essential in nurse anesthesiology yet lacks standardized guidelines for education and competency assessment. In recent years, the clinical applications of POCUS have expanded dramatically, driven by mounting evidence supporting its efficacy. Medical schools, recognizing its essential role, have incorporated POCUS into their curricula extensively. The significance of integrating POCUS training extends beyond medical education into advanced practice nursing and physician assistant programs. Research consistently demonstrates that nurse practitioner and physician assistant students trained in POCUS exhibit improved diagnostic confidence, increased procedural competence, and higher satisfaction with their training. In nurse anesthesiology specifically, the Council on Accreditation for Nurse Anesthesia Educational Programs has begun emphasizing the inclusion of POCUS competencies into program standards. Aims Despite clear recommendations and documented clinical advantages, the adoption of structured POCUS training within nurse anesthesiology programs has been inconsistent. Recognizing these educational disparities, this research seeks to comprehensively analyze the current status of POCUS education in nurse anesthesiology, exploring faculty competencies, instructional methodologies, barriers encountered, and opportunities for enhancing curricular integration. Methods This mixed-methods exploratory study assessed the current landscape of POCUS education among nurse anesthesiology faculty. The study was conducted at the Assembly of Didactic and Clinical Educators conference in February 2023 and February 2024. Results/Findings The study revealed substantial gaps in educator competency, limited structured training opportunities, and significant barriers such as inadequate qualified instructors, insufficient instructional resources, and the absence of formal rotations. Findings emphasize the need for formalized curricula and enhanced training resources to meet the growing clinical demand for POCUS competency. The results showcased educators’ strong desire to implement POCUS education, but overall, educators’ ability to provide POCUS training was severely inhibited. The authors conclude that more work is needed to advance POCUS education in nurse anesthesiology, with special emphasis placed on the highest perceived barriers, including the lack of a formalized POCUS rotation, qualified instructors, and a standardized curriculum.