Simulation Training in Undergraduate Nursing Education as a Means to Improve Awareness of Team Member Roles

NCT02289001 | Completed

• 1 other identifier: SBAR-1
• Study Type: interventional
• Target: 93
• Locations: 0 countries
• Sites: N/A

Brief Summary

Based on investigator's hypothesis, that incorporating the SBAR worksheet into the training of undergraduate Nursing students will increase their capacity to work in an interdisciplinary team, the investigators will assess whether introducing the SBAR improves the students' knowledge of their own role and that of others on the team (medical students), strengthens communication between team members, and enhances the quality of the patient assessment and interventions demonstrated by the nursing students caring for a critical patient (represented by a high-fidelity mannequin, a Human Patient Simulator).

Conditions

Communication

Keywords

patient simulation; simulation; teamwork; interdisciplinary health team; healthcare team; nursing; training programs

Outcome Measures

Primary Outcomes (1)

• To evaluate the use of the SBAR checklist as a means to help undergraduate nursing students identify their own role, understand the roles of other health professionals (assess skill level (KidSIM Team Performance Scale)

  The study will use the KidSIM Team Performance Scale, designed and validated by Sigalet et al. for use in undergraduate nursing, medicine and physiotherapy degree programs. The KidSIM scale has 5 items about roles and 6 about communication.

  During the 2-month data collection period, changes in skill level will be measured during the simulation scenario for each study arm, using an assessment scale (KidSIM Team Performance Scale) validated for this purpose.

Secondary Outcomes (1)

• Evaluation of the SBAR instrument to improve patient assessment and intervention skills of undergraduate nursing students using human patient simulators (assess skill level using the Wolf scale)

  During the 2-month data collection period, changes in skill level will be measured during the simulation scenario for each study arm, using an assessment scale (Wolf) validated for this purpose).

Study Arms (2)

Education on SBAR worksheet

EXPERIMENTAL

Training in the use of the SBAR worksheet created to structure information exchange between healthcare professionals

Behavioral: Education on SBAR worksheet

No education on SBAR worksheet

NO INTERVENTION

The control group will participate in the simulation without any prior training in teamwork skills beyond those included in the undergraduate nursing degree curriculum, which the intervention group also received.

Interventions

Education on SBAR worksheet BEHAVIORAL

The intervention group will receive one hour of training in teamwork skills, distribution of roles and use of the SBAR worksheet before participating in the simulated scenario using a human patient simulator (HPS).

Education on SBAR worksheet

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Passing grade on the emergency care topics in the required course "Adult Patient II", which focuses on nursing care planning related to various clinical pathologies or syndromes and surgical procedures
• Current student in the required course "Techniques and Procedures III", which incorporates simulation related to Clinical Nursing II and Psychology course content

You may not qualify if:

• \- No signed informed consent to participate

Sponsors & Collaborators

• Universitat de Girona: lead

Related Publications (4)

• Sigalet E, Donnon T, Cheng A, Cooke S, Robinson T, Bissett W, Grant V. Development of a team performance scale to assess undergraduate health professionals. Acad Med. 2013 Jul;88(7):989-96. doi: 10.1097/ACM.0b013e318294fd45.

  PMID: 23702524 BACKGROUND

• Henneman EA, Cunningham H, Roche JP, Curnin ME. Human patient simulation: teaching students to provide safe care. Nurse Educ. 2007 Sep-Oct;32(5):212-7. doi: 10.1097/01.NNE.0000289379.83512.fc.

  PMID: 17828022 BACKGROUND

• Raurell-Torreda M, Olivet-Pujol J, Romero-Collado A, Malagon-Aguilera MC, Patino-Maso J, Baltasar-Bague A. Case-based learning and simulation: useful tools to enhance nurses' education? Nonrandomized controlled trial. J Nurs Scholarsh. 2015 Jan;47(1):34-42. doi: 10.1111/jnu.12113. Epub 2014 Oct 25.

  PMID: 25346329 BACKGROUND

• Wolf L, Dion K, Lamoureaux E, Kenny C, Curnin M, Hogan MA, Roche J, Cunningham H. Using simulated clinical scenarios to evaluate student performance. Nurse Educ. 2011 May-Jun;36(3):128-34. doi: 10.1097/NNE.0b013e318216120b.

  PMID: 21502849 BACKGROUND

MeSH Terms

Conditions

Communication

Condition Hierarchy (Ancestors)

Behavior

Study Officials

• Marta Raurell, RN, PhD

  Universitat de Girona

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: TRIPLE
• Who Masked: CARE PROVIDER, INVESTIGATOR, OUTCOMES ASSESSOR
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Dr. Marta Raurell

Study Record Dates

• First Submitted: November 4, 2014
• First Posted: November 13, 2014
• Study Start: February 1, 2015
• Primary Completion: April 1, 2015
• Study Completion: May 1, 2015
• Last Updated: May 27, 2015

Record last verified: 2015-05