ERCP is a complex endoscopic procedure that demands highly skilled nurses and technicians.
However, ERCP training faces significant challenges due to the lack of a standardized
curriculum, leading to variations in training content, duration, and structure. This
often leaves nurses feeling underprepared to manage the procedural and patient care
complexities involved. This study aims to assess the current state of ERCP training
among nursing professionals, identify key areas for improvement, and establish a foundation
for developing a standardized ERCP nursing curriculum.
An international survey was conducted from May to September 2024, targeting endoscopic
nurses engaged in ERCP across four global regions: Asia, Europe, Oceania, and North
America. The survey was distributed electronically to 58 endoscopic nurses, who were
invited to share insights on their training regimens, procedural involvement, and
perceived levels of preparedness. Data were analyzed quantitatively and qualitatively
and the analysis aimed to identify common themes, strengths, and areas for improvement
in the training processes [1].
Over 70% of respondents worked in tertiary care hospitals, with more than 80% performing
ERCPs weekly or daily. Additionally, 72.4% reported being able to assist with advanced
ERCP techniques, such as cholangioscopy, laser therapy, and biliary radiofrequency
ablation. A significant majority, 81%, indicated they utilized common language and
standardized communication during procedures, and 77.6% had access to ERCP educational
resources. However, only 50% experienced consistent procedural training, and 32.8%
found the learning objectives unclear. Furthermore, 51.7% lacked hands-on access to
ERCP accessories outside of procedures, and 34.5% received no formal feedback during
their training. Key challenges identified included managing complex equipment, understanding
hepatobiliary anatomy, achieving technical coordination with physicians, and interpreting
fluoroscopic images. Respondents emphasized the importance of clear training objectives,
better pre-procedural preparation, and consistent teaching methods. Many also cited
a need for pre-procedure learning packages, instructional videos, and additional practice
equipment to enhance their preparation. Essential areas of pre-training knowledge
highlighted by respondents included anatomy – especially of the biliary tree, clinical
indications for ERCP, and familiarity with procedural tools and terminology. Observing
experienced staff and accessing pre-training resources were also noted as highly beneficial.
Significant training gaps remain in ERCP education, including the need for clearer
objectives and intraprocedural communication, improved pre-procedural resources, more
hands-on practice, and consistent evaluation. Respondents prioritized GI anatomy,
pre-procedure learning materials, and hands-on practice as the top training needs,
underscoring the importance of a more structured and standardized approach to ERCP
training.
