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 Nursing and Paramedic Students Collaborate in CPR/BLS Simulation Activities
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.
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).
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
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.
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) Method
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 Sample
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 Design
EMS and Nursing students’ pre-and-post VASKAT survey percentage agreement on each question
Results: Difference in means between the EMS and nursing students’ responses for each question using the VASKAT
Paired t-Test Calculations Rejection of the null hypothesis based on the statistical calculation
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. Conclusions
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