BLS Competence, Debriefing
Conditions
Keywords
Debriefing, Simulation, Basic Life Support, Undergraduate Nursing Students
Brief summary
The goal of this clinical trial is to find out if immediate (hot) or delayed (cold) debriefing is better for undergraduate nursing students during Basic Life Support (BLS) training. The study aims to: * Identify the effect of hot versus cold debriefing in BLS training for nursing students. * Identify which debriefing method students prefer. Researchers will compare the two debriefing methods. Participants will: * Be randomly assigned (by flipping a coin) to either hot or cold debriefing. * Take part in a simulation about Basic Life Support.
Detailed description
This RCT aimed to identify the efficacy of cold versus hot debriefing in BLS training for undergraduate nursing students' BLS competence and to assess the impact of hot and cold debriefing nursing students' debriefing experience. Specific Aims/Hypothesis Specific aim 1: Identify the efficacy of cold versus hot debriefing in BLS training for undergraduate nursing students' BLS competence. Hypothesis 1a: In both cold and hot debriefing groups, there is a significant difference in the BLS competence of undergraduate nursing students between pre-intervention and post-intervention. Hypothesis 1b: Undergraduate nursing students who receive cold debriefing will show greater BLS competence than those who receive hot debriefing. Our approach to testing the aim is to conduct an experimental design study. Specific aim 2: Assess the impact of hot and cold debriefing on undergraduate nursing students' debriefing experience. Hypothesis 2: Undergraduate nursing students who receive cold debriefing will show greater debriefing experience scores than those who receive hot debriefing.
Interventions
BEHAVIORALCold debriefing
Manipulation (experimental): The researcher assigned a cold debriefing (after one-day post-simulation) for undergraduate nursing students in the intervention group.
BEHAVIORALHot Debriefing
The control group received a hot debriefing (immediately after the simulation).
Sponsors
University of Cincinnati
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Junior or senior nursing students (i.e., in their third or fourth year of the BSN degree).
Exclusion criteria
* Nursing students who are not junior or senior.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Basic Life Support Competence | Immediately after the intervention | Competence level was measured via the American Heart Association (2020) Basic Life Support competency checklist, which is a dichotomous rating scale of 0 (not done/done incorrectly) and 1 (done correctly); there was a total of 15 points. The higher the score, the better the outcome. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Debriefing Experience Scale | Immediately after the intervention | The Debriefing Experience Scale (DES) (Reed, 2012) was developed to assess nursing students debriefing experience. It included 20 elements in total and was split into four subscales: (1) Analyzing Thoughts and Feelings; (2) Learning and Makin Connections; (3) Facilitator Skill in Conducting the Debriefing; and (4) Appropriate Facilitator Guidance (Reed, 2012). A Likert scale ranges from 1 (strongly disagree) to 5 (strongly agree). The minimum score is 20 and the maximum is 100. The higher the score, the better the outcome. |
Countries
United States
Participant flow
Participants by arm
| Arm | Count |
|---|---|
| Cold Debriefing The researcher assigned a cold debriefing (after one-day post-simulation) for undergraduate nursing students in the intervention group.
Cold debriefing: Manipulation (experimental): The researcher assigned a cold debriefing (after one-day post-simulation) for undergraduate nursing students in the intervention group. | 22 |
| Hot Debriefing The control group received a hot debriefing (immediately after the simulation).
Hot Debriefing: The control group received a hot debriefing (immediately after the simulation). | 22 |
| Total | 44 |
Baseline characteristics
| Characteristic | Cold Debriefing | Total | Hot Debriefing |
|---|---|---|---|
| Age, Categorical <=18 years | 0 Participants | 0 Participants | 0 Participants |
| Age, Categorical >=65 years | 0 Participants | 0 Participants | 0 Participants |
| Age, Categorical Between 18 and 65 years | 22 Participants | 44 Participants | 22 Participants |
| BLS Certificate No | 0 Participants | 0 Participants | 0 Participants |
| BLS Certificate Yes | 22 Participants | 44 Participants | 22 Participants |
| BLS Certificate Date 1 to 3 months | 7 Participants | 14 Participants | 7 Participants |
| BLS Certificate Date >1 year | 5 Participants | 13 Participants | 8 Participants |
| BLS Certificate Date 4 to 6 months | 5 Participants | 11 Participants | 6 Participants |
| BLS Certificate Date 7 to 12 months | 4 Participants | 6 Participants | 2 Participants |
| Finished Credits Hours in Current Program | 92.6 Credits Hours STANDARD_DEVIATION 19.2 | 95.3 Credits Hours STANDARD_DEVIATION 18.5 | 98.1 Credits Hours STANDARD_DEVIATION 17.7 |
| Overall GPA | 3.62 GPA STANDARD_DEVIATION 0.31 | 3.61 GPA STANDARD_DEVIATION 0.3 | 3.60 GPA STANDARD_DEVIATION 0.29 |
| Previous cardiac arrest(s) 1-3 | 5 Participants | 9 Participants | 4 Participants |
| Previous cardiac arrest(s) 4-6 | 2 Participants | 4 Participants | 2 Participants |
| Previous cardiac arrest(s) >6 | 1 Participants | 3 Participants | 2 Participants |
| Previous cardiac arrest(s) None | 15 Participants | 30 Participants | 15 Participants |
| Race (NIH/OMB) American Indian or Alaska Native | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Asian | 1 Participants | 1 Participants | 0 Participants |
| Race (NIH/OMB) Black or African American | 1 Participants | 4 Participants | 3 Participants |
| Race (NIH/OMB) More than one race | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Native Hawaiian or Other Pacific Islander | 1 Participants | 1 Participants | 0 Participants |
| Race (NIH/OMB) Unknown or Not Reported | 1 Participants | 1 Participants | 0 Participants |
| Race (NIH/OMB) White | 18 Participants | 37 Participants | 19 Participants |
| Region of Enrollment United States | 22 participants | 44 participants | 22 participants |
| Sex: Female, Male Female | 22 Participants | 44 Participants | 22 Participants |
| Sex: Female, Male Male | 0 Participants | 0 Participants | 0 Participants |
| Simulation Experiences No | 4 Participants | 6 Participants | 2 Participants |
| Simulation Experiences Yes | 18 Participants | 38 Participants | 20 Participants |
| Simulation sessions 1-3 | 14 Participants | 31 Participants | 17 Participants |
| Simulation sessions 4-6 | 2 Participants | 4 Participants | 2 Participants |
| Simulation sessions >6 | 2 Participants | 3 Participants | 1 Participants |
| Simulation sessions None | 4 Participants | 6 Participants | 2 Participants |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk |
|---|---|---|
| deaths Total, all-cause mortality | 0 / 0 | 0 / 0 |
| other Total, other adverse events | 0 / 0 | 0 / 0 |
| serious Total, serious adverse events | 0 / 0 | 0 / 0 |
Outcome results
Primary
Basic Life Support Competence
Competence level was measured via the American Heart Association (2020) Basic Life Support competency checklist, which is a dichotomous rating scale of 0 (not done/done incorrectly) and 1 (done correctly); there was a total of 15 points. The higher the score, the better the outcome.
Time frame: Immediately after the intervention
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Cold Debriefing | Basic Life Support Competence | Baseline Score | 9.45 score on a scale | Standard Deviation 2.93 |
| Cold Debriefing | Basic Life Support Competence | Post-test Score | 14.63 score on a scale | Standard Deviation 5.18 |
| Hot Debriefing | Basic Life Support Competence | Baseline Score | 10.04 score on a scale | Standard Deviation 1.7 |
| Hot Debriefing | Basic Life Support Competence | Post-test Score | 14.54 score on a scale | Standard Deviation 4.5 |
p-value: <0.05t-test, 2 sided
Secondary
Debriefing Experience Scale
The Debriefing Experience Scale (DES) (Reed, 2012) was developed to assess nursing students debriefing experience. It included 20 elements in total and was split into four subscales: (1) Analyzing Thoughts and Feelings; (2) Learning and Makin Connections; (3) Facilitator Skill in Conducting the Debriefing; and (4) Appropriate Facilitator Guidance (Reed, 2012). A Likert scale ranges from 1 (strongly disagree) to 5 (strongly agree). The minimum score is 20 and the maximum is 100. The higher the score, the better the outcome.
Time frame: Immediately after the intervention
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Cold Debriefing | Debriefing Experience Scale | Total Opinion | 95.68 score on a scale | Standard Deviation 6.06 |
| Cold Debriefing | Debriefing Experience Scale | Total Importance | 93.86 score on a scale | Standard Deviation 7.21 |
| Hot Debriefing | Debriefing Experience Scale | Total Opinion | 93.63 score on a scale | Standard Deviation 8.06 |
| Hot Debriefing | Debriefing Experience Scale | Total Importance | 92.18 score on a scale | Standard Deviation 9.84 |