Education and training of healthcare professionals in the application of non-invasive ventilation: a scoping review

Abstract

Respiratory diseases are a major cause of morbidity and mortality worldwide, often requiring ventilatory support. Non-invasive ventilation (NIV) is an effective strategy, but its implementation depends on adequate professional training. However, gaps in education and variability in clinical practice may compromise its effectiveness and patient safety. This study aims to map education and training programs for healthcare professionals in the use of non-invasive ventilation and to identify their structural, clinical, and educational components. A scoping review was conducted following the JBI methodology and PRISMA-ScR guidelines. Searches were performed in MEDLINE, CINAHL, Scopus, and Web of Science, as well as additional grey literature sources. Two independent reviewers conducted the study selection, data extraction, and data synthesis. Nine studies were included, identifying several training approaches, including: theoretical–practical training programs; simulation-based training; on-the-job training; bedside teaching; e-learning programs; and interprofessional education strategies. The most frequently reported approaches were multimodal training programs combining theoretical instruction, simulation, hands-on training, and integration into clinical practice. Studies evaluating simulation-based and practice-oriented approaches frequently reported improvements in knowledge, self-efficacy, and perceived clinical competence. Digital and e-learning strategies were also identified as relevant, particularly for enhancing accessibility. Organizational factors, such as resource availability, workload, and institutional support, were identified as key elements influencing implementation. Multimodal and practice-oriented training approaches were the most frequently reported strategies for supporting competence development in non-invasive ventilation. Simulation and clinical integration were consistently identified as relevant components of training programs, particularly in relation to knowledge, self-efficacy, and perceived clinical competence. The implementation of training programs should consider organizational context and the need for flexible and accessible learning strategies.