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The educational impact of web-based and face-to-face patient deterioration simulation programs: An interventional trial

Chung, C, Cooper, SJ, Cant, RP, Connell, C, McKay, A ORCID: 0000-0001-5841-0502, Kinsman, L ORCID: 0000-0002-0790-5887, Gazula, S, Boyle, J, Cameron, A, Cash, P, Evans, L, Kim, JA, Masud, R, McInnes, D, Norman, L, Penz, E, Rotter, T, Tanti, E and Breakspear, T 2018 , 'The educational impact of web-based and face-to-face patient deterioration simulation programs: An interventional trial' , Nurse Education Today, vol. 64 , pp. 93-98 , doi: 10.1016/j.nedt.2018.01.037.

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Abstract

Background: There are international concerns relating to the management of patient deterioration. The “failureto rescue” literature identifies that nursing staff miss cues of deterioration and often fail to call for assistance.Simulation-based educational approaches may improve nurses' recognition and management of patient deterioration.Objectives: To investigate the educational impact of the First2Act web-based (WB) and face-to-face (F2F) simulationprograms.Design & Setting: A mixed methods interventional cohort trial with nursing staff from four Australian hospitals.Participants: Nursing staff working in four public and private hospital medical wards in the State of Victoria.Methods: In 2016, ward nursing staff (n = 74) from a public and private hospital completed three F2F laboratory-basedteam simulations with a patient actor in teams of three. 56 nursing staff from another public andprivate hospital individually completed a three-scenario WB simulation program (First2ActWeb) [A 91% participationrate]. Validated tools were used to measure knowledge (multi-choice questionnaire), competence(check-list of actions) and confidence (self-rated) before and after the intervention.Results: Both WB and F2F participants' knowledge, competence and confidence increased significantly aftertraining (p≤0.001). Skill performance for the WB group increased significantly from 61% to 74% (p ≤ 0.05) andcorrelated significantly with post-test knowledge (p = 0.014). No change was seen in the F2F groups' performancescores. Course evaluations were positive with median ratings of 4/5 (WB) and 5/5 (F2F). The F2F programreceived significantly more positive evaluations than the WB program (p Conclusion: WB and F2F simulation are effective education strategies with both programs demonstrating positivelearning outcomes. WB programs increase ease of access to training whilst F2F enable the development of tactilehands on skills and teamwork. A combined blended learning education strategy is recommended to enhancecompetence and patient safety.

Item Type: Article
Authors/Creators:Chung, C and Cooper, SJ and Cant, RP and Connell, C and McKay, A and Kinsman, L and Gazula, S and Boyle, J and Cameron, A and Cash, P and Evans, L and Kim, JA and Masud, R and McInnes, D and Norman, L and Penz, E and Rotter, T and Tanti, E and Breakspear, T
Keywords: patient deterioration, nursing education, clinical simulation
Journal or Publication Title: Nurse Education Today
Publisher: Churchill Livingstone
ISSN: 0260-6917
DOI / ID Number: 10.1016/j.nedt.2018.01.037
Copyright Information:

Copyright 2018 Elsevier Ltd.

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