DELIBERATE PRACTICE<i>of</i>MOTOR SKILLS<i>in</i>Nursing Education: CPR AS EXEMPLAR

Oermann, Marilyn H.; Kardong-Edgren, Suzan; Odom‐Maryon, Tamara; Hallmark, Beth; Hurd, Debbie; Rogers, Nancy; Haus, Carol; McCOLGAN, Jacqueline Keegan; Snelson, Catherine; Dowdy, Sharon W.; Resurreccion, Leandro A.; Kuerschner, Dawn R.; LaMAR, Jerrilee; Tennant, Monica Nelson; Smart, Denise

doi:10.5480/1536-5026-32.5.311

Cited by 61 publications

(48 citation statements)

References 32 publications

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“…It is further supported that the teaching hospital has a standard for performing such care for the first responders, and they have professional responsibility and accountability for providing that care in clinical settings. It has been documented in other studies that well-trained hospital staff plays an important role in resuscitation care [5]. As per the American Heart Association, it is also necessary to provide simulation training, as this is one of the cornerstones of education in resuscitation and refresher training conducted at regular intervals.…”

Section: Discussionmentioning

confidence: 99%

“…For the purpose of optimal performance, it is ideal to provide standardized equipment and regular trainings based on international guidelines [3]. Cardiopulmonary resuscitation has been practiced for many years, and many studies have shown that when resuscitation knowledge and skills are applied correctly, it can maintain perfusion until the return of spontaneous circulation [4] Numerous studies have established that all healthcare professionals involved in direct patient care have to receive compulsory training and resuscitation equipment should be always readily available for resuscitation care [5]. A previous study demonstrated that cardiac arrest performances improved when all nurses were certified in the relevant life support training courses [2].…”

Section: Introductionmentioning

confidence: 99%

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Nurses' Resuscitation Performance: Study on the Effectiveness of Training and Support at a Teaching Hospital in KSA

Ouseph¹,

Mohidin²,

Tabsh³

et al. 2015

ijccd

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Introduction: This paper discussed nurses' resuscitation trainings and their performance in a teaching hospital based on AHA guideline recommendations. The study explored the current standard practices and investigates the nurses' views on the effectiveness of the training, quality of equipment, familiarity and readiness of nurses in performing resuscitation. Methodology: A cross-sectional descriptive study conducted at teaching hospitals which mandate all nurses must be certified with the BLS and attends two code blue drill sessions per year. A self-administered questionnaire examined the support and guidance provided, the availability of resuscitation equipment and their quality/familiarity, the quality of training received in performing the resuscitation actions and finally explored the opinion in improving resuscitation. Results: The study revealed that the organization has established system to prepare the nurses adequately. Based on the 192 nurses, the total mean 2.63 supported that nurses are adequately trained with resuscitation knowledge and skills, 95% (n=171) of nurses were confident in announcing the code blue procedure, 93.3% (n=169) received appropriate training and 90% (n=162) found training instructors utilized standard method of simulation training which 90% (n=161) shared a real-life clinical scenarios are used in the training whilst 90.5% (n=162) stated SBAR is utilized as mode of communication and 66.6% (n=120) practiced post-procedure resuscitation debriefing. However, concerns were raised in three areas: availability of AEDs, cable and pad accessibility and permission to perform defibrillation procedures. In conclusion, study established nurses were well-prepared, trained and supported for resuscitation care.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Nurses' Resuscitation Performance: Study on the Effectiveness of Training and Support at a Teaching Hospital in KSA

Ouseph¹,

Mohidin²,

Tabsh³

et al. 2015

ijccd

View full text Add to dashboard Cite

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“…Students did not check drug and dose against the MAR potentially giving medications that were not correct to the patient. Germann, et al [21] states the need for deliberate practice in teaching to reinforce desired motor skills. Students' actions from this study are concerning and warrant investigation into medication administration teaching practices.…”

Section: Discussionmentioning

confidence: 99%

Using simulation to assess undergraduate nursing students’ competency with medication administration to a limited- English language proficiency patient

Stanley

Philips

Galatzan

2014

JNEP

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Background/Objectives: Medication errors continue to be an area of concern in health care and are a significant cause of morbidity and mortality in both inpatient and outpatient settings. Little consideration has been given to the role of the patient in the medication process; patients with limited-English language proficiency (LEP) may be at risk for medical errors and drug complications. The purpose of this research study is to assess undergraduate nursing students' competency with medication administration to a simulated patient with LEP. Methods:A non-experimental quantitative design using the Medication Administration Safety Assessment Tool (MASAT) (Copyright © 2013 Goodstone & Goodstone) for student competency in medication administration performance was conducted in a simulation environment. Qualitative data was also collected during debriefing for questions specific to safety, medication administration, and barriers related to care.Results: Student scores on the MASAT identified a less than expected probability of success. Students' performance did not show proficiency in the six rights of medication administration; in addition, students' were inattentive to the language needs of a LEP patient. Conclusion:Results from this study indicate further experiential learning activities may be necessary to reinforce safety in medication administration. Students were not attentive to the language needs of the simulated patient and may require additional learning opportunities through simulation to assist students in responsive behaviors that support LEP patients.

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“…Most studies compare simulation to traditional educational methods (didactics and/or supervised clinical experience) or presimulation to postsimulation performance. The improved outcomes attributed to simulation include adherence to cardiac arrest protocols, 36 performance of procedures and resuscitation interventions, [37][38][39][40] attitudes and self-perception, 41 and teamwork and communication behavior. [42][43][44] A common theme among these outcomes is that they all focus on measurable behaviors of participants, demonstrating that simulation is well suited to teaching specific skills.…”

Section: Research Question 4: Is Simulation An Effective Teaching Metmentioning

confidence: 99%

Evaluating Educational Interventions in Emergency Medicine

Deiorio

Fitch

Jung

et al. 2012

Academic Emergency Medicine

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This article presents the proceedings of the 2012 Academic Emergency Medicine consensus conference breakout group charged with identifying areas necessary for future research regarding effectiveness of educational interventions for teaching emergency medicine (EM) knowledge, skills, and attitudes outside of the clinical setting. The objective was to summarize both medical and nonmedical education literature and report the consensus formation methods and results. The authors present final statements to guide future research aimed at evaluating the best methods for understanding and developing successful EM curricula using all types of educational interventions.ACADEMIC EMERGENCY MEDICINE 2012; 19:1442-1453© 2012 by the Society for Academic Emergency Medicine T he May 2012 Academic Emergency Medicine consensus conference "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" represented the culmination of the efforts of interested medical educators in determining the current state and future direction of research in emergency medicine (EM) education. This article summarizes the efforts of our breakout session evaluating current knowledge regarding educational interventions in EM and identifying prioritized future directions for research.We reviewed the literature and outcome data on currently available teaching methods. Greatest importance was placed on higher-level outcome data using Kirkpatrick's evaluation model. 1 In this model, there are four levels of evaluation that roughly proceed from the easiest to measure to the most difficult and time-consuming. The first level is reaction and encompasses participant satisfaction and attitudes about the educational intervention. These outcomes are relatively easy to measure through questionnaires given to the participants and are thus common in evaluation studies. The second level is learning, which focuses on changes in knowledge, skills, and attitudes or values. These outcomes are commonly measured through tests and similar assessment tools. The third level is behavior as demonstrated in what the participants can do in the context of relevant tasks and situations. Common measures of this level of outcomes are standardized patient interactions, simulation, and case scenarios. The fourth level is results and is measured in the context of real-world practice. The current emphasis on work-based assessment 2,3 and multisource assessments 4 are examples of measures that seek to quantify these performance outcomes.

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DELIBERATE PRACTICEofMOTOR SKILLSinNursing Education: CPR AS EXEMPLAR

Cited by 61 publications

References 32 publications

Nurses' Resuscitation Performance: Study on the Effectiveness of Training and Support at a Teaching Hospital in KSA

Nurses' Resuscitation Performance: Study on the Effectiveness of Training and Support at a Teaching Hospital in KSA

Using simulation to assess undergraduate nursing students’ competency with medication administration to a limited- English language proficiency patient

Evaluating Educational Interventions in Emergency Medicine

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