Paediatric Early Warning Systems in 2019: What We Know and What We’ve Yet to Learn

被引:0
|
作者
Fitzsimons J. [1 ]
Pentony M. [1 ]
机构
[1] Children’s Health Ireland @ Children’s University Hospital, Temple St
关键词
Paediatric Early Warning Score; Paediatric Early Warning System (PEWS); Paediatric track and trigger tool; Rapid response team; Situation awareness;
D O I
10.1007/s40746-019-00176-1
中图分类号
学科分类号
摘要
Purpose of review: Paediatric Early Warning Systems (PEWS) are used extensively in hospitals around the world in an attempt to recognise and respond to children who are at risk of harm from deterioration. Most systems are based on the ability of physiological measurements to predict future events. Evidence supporting their use however is limited especially for important measures such as death. This review seeks to examine history and experience of PEWS and to explore recent literature for ideas that would enhance existing PEWS and new concepts that might complement the goal of recognising and responding to deterioration in hospital. Recent findings: The largest study of PEWS, the EPOCH trial published in 2018, did not demonstrate a benefit in reducing mortality or other key indicators, from the use of the Canadian Bedside PEWS. There were several flaws that raise questions about the validity of the study; however, it also raises important issues for discussion. There have been recent studies published that propose alternative approaches to identifying deterioration including improved situation awareness and better teamwork. Summary: We propose that it is possible to recognise and respond to early signs of deterioration in a way that reduces important outcomes; however, this will require blended approaches that embrace the complexity of the task. © 2019, Springer Nature Switzerland AG.
引用
收藏
页码:315 / 325
页数:10
相关论文
共 50 条
  • [21] Amphibian decline and extinction: What we know and what we need to learn
    Collins, James P.
    DISEASES OF AQUATIC ORGANISMS, 2010, 92 (2-3) : 93 - 99
  • [22] MicroRNAs and cancer: what we know and what we still have to learn
    George A Calin
    Genome Medicine, 1
  • [23] The Gender Affirmative Model: What We Know and What We Aim to Learn
    Hidalgo, Marco A.
    Ehrensaft, Diane
    Tishelman, Amy C.
    Clark, Leslie F.
    Garofalo, Robert
    Rosenthal, Stephen M.
    Spack, Norman P.
    Olson, Johanna
    HUMAN DEVELOPMENT, 2013, 56 (05) : 285 - 290
  • [24] Inflammatory Breast Cancer: What We Know and What We Need to Learn
    Yamauchi, Hideko
    Woodward, Wendy A.
    Valero, Vicente
    Alvarez, Ricardo H.
    Lucci, Anthony
    Buchholz, Thomas A.
    Iwamoto, Takayuki
    Krishnamurthy, Savitri
    Yang, Wei
    Reuben, James M.
    Hortobagyi, Gabriel N.
    Ueno, Naoto T.
    ONCOLOGIST, 2012, 17 (07): : 891 - 899
  • [25] Neural correlates of consciousness: what we know and what we have to learn!
    Rocco Salvatore Calabrò
    Alberto Cacciola
    Placido Bramanti
    Demetrio Milardi
    Neurological Sciences, 2015, 36 : 505 - 513
  • [26] MicroRNAs and cancer: what we know and what we still have to learn
    Calin, George A.
    GENOME MEDICINE, 2009, 1
  • [27] Adult peanut allergy: What we know and what we need to learn
    Maleki, Soheila J.
    Teuber, Suzanne S.
    Mustafa, S. Shahzad
    JOURNAL OF ALLERGY AND CLINICAL IMMUNOLOGY, 2021, 147 (06) : 2069 - 2072
  • [28] Inequality and American democracy: what we know and what we need to learn
    Meyer, David
    CONTEMPORARY SOCIOLOGY-A JOURNAL OF REVIEWS, 2006, 35 (05) : 509 - 510
  • [29] Epidemiology of insomnia: what we know and what we still need to learn
    Ohayon, MM
    SLEEP MEDICINE REVIEWS, 2002, 6 (02) : 97 - 111
  • [30] Homeschooling: What do we know and what do we need to learn?
    Valiente, Carlos
    Spinrad, Tracy L.
    Ray, Brian D.
    Eisenberg, Nancy
    Ruof, Ariana
    CHILD DEVELOPMENT PERSPECTIVES, 2022, 16 (01) : 48 - 53