nursing and paramedic students collaborate in cpr/bls simulation activities nursing faculty: milena...
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Nursing and Paramedic Students Collaborate in CPR/BLS Simulation Activities
Nursing Faculty: • Milena Staykova • Deidira Stewart• Jennifer Everidge• Susan Jones• Carol Bailey• Carolyn Lyon• Melody Sharp
Emergency Medical Services Faculty:
Mark Cromer
Roxanne Wilson
Elliot Carhart
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Objectives
Upon completion of the presentation, participants will be able to:
Conclude that CPR/BLS collaborative learning activity increased students’ self-perception of knowledge
retention and ability to perform CPR/BLS.
Validate the importance of a collaborative learning activity to improve students’ self-perception of CPR/BLS
knowledge retention and skills.
Network with colleagues experienced in nursing and paramedic education and engaging students in active
learning.
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Background• The Institute of Medicine (2003) and the Quality and Safety Education for Nurses
(2011) have considered interdisciplinary teamwork and collaboration for improving quality and safety in patient care.
• Collaboration between nurses and paramedic personnel is critical for quality of care and for positive patient outcomes in emergency situations (Melby, 2001).
• Nursing and paramedic students are expected to demonstrate competence during events requiring CPR/BLS in community or clinical settings.
• Studies show that after initial certification, the retention of the CPR/BLS skills requires reinforcement; otherwise, a deterioration of skills is observed (Brown et al., 2006).
• In settings of stressful situations nurses, physicians, and paramedics have deviated from the CPR/BLS standards (Martin, 2005).
• Many authors urge the curricula of healthcare professionals to reinforce CPR/BLS skills and to evaluate the performance of these skills (Krahan, 2011).
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Purpose
• To encourage the students to practice CPR/BLS skills in a collaborative environment
• To help students self-evaluate the retention of CPR/BLS knowledge and skills
• To enhance the students’ readiness to enter the multidisciplinary-healthcare field
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Research question (RQ) and Hypothesis (H):• RQ: For nursing and paramedic students, what is the
students’ self-perception of the effects of an interprofessional learning activity on students’ knowledge retention and ability to perform CPR/BLS?
• H1: The nursing and paramedic students’ self-perception of knowledge retention and ability to perform CPR/BLS will increase after an interprofessional learning activity.
• Hₒ: The nursing and paramedic students’ self-perception of knowledge retention and ability to perform CPR/BLS will NOT increase after an interprofessional learning activity.
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Method• This IRB approved descriptive study was based on a triangulation
(a) IP learning activity based on students’
team interactions
(b) 1:1 observation by certified faculty
(c) pre-and-post learning-activity survey • Descriptive (%, µ, δ) and Inferential statistics (paired t-test)
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Sample• A convenience sample of 56 students:
- 36 junior-level nursing students- 20 sophomore-level paramedic (EMS) students
• 10 Faculty Members:- 8 from nursing program- 3 from paramedic (EMS) program
• 1 MSN student
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Design• A pre-activity survey (white paper)• A 10-item questionnaire (Josipovic, 2009)• A Visual Analog Self-Knowledge Assessment Tool
(VASKAT) to collect data:– Zero (0) on the scale- lowest rating – Ten (10) on the scale- highest self-knowledge and skills rating
• Case-based simulation activity- 2011 American Heart Association BLS guidelines
• Manikins of moderate fidelity • A team of 2 nursing and 1 paramedic students • Collaboration and peer-teaching using professional
language and constructive feedback• Post-activity survey- yellow paper
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EMS and Nursing students’ pre-and-post VASKAT survey percentage agreement on
each question Nursing VASKAT
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
1 2 3 4 5 6 7 8 9 10
Questions
Value
s
7.4
7.6
7.8
8
8.2
8.4
8.6
8.8
9
9.2
9.4
Pre-Survey
Post Survey
Mean
EMS VASKAT
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2 3 4 5 6 7 8 9 10
Questions
Value
s
9
9.1
9.2
9.3
9.4
9.5
9.6
9.7
9.8
9.9
10
Pre-Survey %
Post-Survey %
Mean
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Results: Difference in means between the EMS and nursing students’ responses for each question
using the VASKAT
0
1
2
3
4
5
6
7
8
9
10
VASKAT
1 2 3 4 5 6 7 8 9 10
Questions
Camparison of the means
EMS Pre-Survey EMS Post-Survey Nursing Pre-Survey Nursing Post-Survey
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Paired t-Test Calculations Df T-Test p-value
EMS, n=20 19 2.31154E-08 <0.01
Nursing, n=36 35 1.25876E-44 <0.01
Rejection of the null hypothesis based on the
statistical calculation
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Conclusions• The nursing and paramedic students’ self-perception of
knowledge retention and ability to perform CPR/BLS increased after the interprofessional learning activity.
• IP activity led to an increase of the students’ self-perception of knowledge retention and ability to perform CPR/BLS after the collaborative activity.
• The IP activity was more beneficial to the nursing students.
• However, both groups experienced an increased self-perception of knowledge retention and ability to perform CPR/BLS after simulation learning activities.
• Nursing students may benefit from curriculum integrating CPR/BLS knowledge and skill refreshment classes or annual CPR/ BLS competency validation.
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ReferencesJosipovic, P., Webb, M., & Mc Grath, I. (2009). Basic life support knowledge of
undergraduate nursing and chiropractic students. Australian Journal of Advanced Nursing, 26(4), 58-63.
Krahn, R. E. (2011). Basic Life Support: A Call for Reevaluation by Nurse Educators. Nursing Education Perspectives, 32(2), 128. doi:10.5480/1536-5026-32.2.128
Institute of Medicine. (2003, April 18). Health professions education: A bridge to quality [Workshop Report]. Washington, DC: Author.
Martin, V. R. (2005). Poor technique: All too common. Nursing, 35(4), 35. Melby, V. (2001). The adrenaline rush: nursing students' experiences with the Northern
Ireland Ambulance Service. Journal of Advanced Nursing, 34(6), 727-736.Oermann, M. H., Kardong-Edgren, S., Odom-Maryon, T., Ha, Y., McColgan, J. K.,
Hurd, D., et al. (2010). HeartCodeTM BLS with voice assisted manikin for teaching nursing students: Preliminary results. Nursing Education Perspectives, 31(5), 303-308.
Söderholm, H. M., & Sonnenwald, D. H. (2010). Visioning future emergency healthcare collaboration: Perspectives from large and small medical centers. Journal of The American Society For Information Science & Technology, 61(9), 1808-1823.
Quality and Safety Education for Nurses. (2011). Quality and safety competencies. Chapel Hill, NC: Author.
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QUESTIONS AND COMMENTS