Proficiency-Based Progression Training for Clinical Communication

NCT02886754 | Completed

• 1 other identifier: ISBAR
• Study Type: interventional
• Target: 77
• Locations: 1 country
• Sites: 1

Brief Summary

Importance: Clinical communication is an important source of medical error and preventable adverse events. Objective: To determine the effectiveness of proficiency-based progression (PBP) simulation training for ISBAR (Identify, Situation, Background, Assessment, Recommendation) communication in the deteriorating patient. Setting: The study will be conducted in University College Cork, Ireland. Participants: Third year undergraduate nursing and fifth year medical students, who are scheduled to undertake ISBAR training as part of the National Early Warning Score (NEWS) programme. Intervention: Participants will be prospectively randomized to one of three groups before undertaking a performance assessment of an ISBAR communication relevant to a deteriorating patient in a high fidelity simulation laboratory: HSE group (the national e-learning programme only); S group (national e- learning plus simulation training) and PBP group (national e-learning plus proficiency-based progression simulation). Main outcome and measures: A proficiency benchmark on the performance of ISBAR communication in the context of an acutely deteriorating patient.

Conditions

Clinical Communication; ISBAR; Simulation; Proficiency-Based Progression; Non Technical Skills; Performance; Deteriorating Patient

Keywords

Clinical Communication; ISBAR; Simulation; Performance; Non technical skills; Proficiency

Outcome Measures

Primary Outcomes (1)

• Proportion of those reaching the benchmark on the assessment case

  Independent review by two blinded assessors of recorded ISBAR phone call conducted in the high fidelity simulation setting

  6 months

Secondary Outcomes (1)

• Number of completed steps

  6 months

Other Outcomes (2)

• Number of total errors

  6 months

• Number of errors/critical errors

  6 months

Study Arms (3)

National e-learning programme only (HSE)

ACTIVE COMPARATOR

National e-learning programme only Recent successful completion the National e-learning programme by certificate will be displayed. Students then complete a student satisfaction survey and proceed directly for performance assessment to the high-fidelity simulation suite.

Behavioral: National e-learning programme only

Simulation (S)

ACTIVE COMPARATOR

Simulation Recent successful completion of the National e-learning e-learning programme by certificate will be displayed. Students will proceed to standard simulation using the same series of paper cases as PBP which prompt simulated phone calls but no requirement to meet a proficiency benchmark. 4 hours will be allotted to this training. Following training participants will complete the student satisfaction survey and will then proceed directly for performance assessment to the high-fidelity simulation suite.

Behavioral: National e-learning programme only; Behavioral: Standard simulation

Proficiency-Based Progression (PBP)

EXPERIMENTAL

Recent successful completion of the National e-learning programme by certificate will be displayed. Students will proceed to PBP simulation using the same series of paper cases as S which prompt simulated phone calls. PBP students will be scored according to predefined metrics and will be required to reach proficiency benchmarks. Following training participants will complete the student satisfaction survey and proceed directly for performance assessment to the high-fidelity simulation suite.

Behavioral: Proficiency-based progression; Behavioral: National e-learning programme only

Interventions

Proficiency-based progression BEHAVIORAL

Use of validated metrics and performance benchmarks to simulation training

Also known as: PBP

Proficiency-Based Progression (PBP)

National e-learning programme only BEHAVIORAL

National e-learning programme (COMPASS)

Also known as: HSE

National e-learning programme only (HSE); Proficiency-Based Progression (PBP); Simulation (S)

Standard simulation BEHAVIORAL

Paper based simulation cases

Also known as: Simulation S

Simulation (S)

Eligibility Criteria

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

You may qualify if:

• Third year undergraduate nursing students
• Fifth year medical students

You may not qualify if:

• Lack of consent
• Failure to successfully complete the National e-learning NEWS programme

Sponsors & Collaborators

• University College Cork: lead

Study Sites (1)

University College Cork

Cork, T12EH31, Ireland

Location

Related Publications (4)

• Gallagher AG, Seymour NE, Jordan-Black JA, Bunting BP, McGlade K, Satava RM. Prospective, randomized assessment of transfer of training (ToT) and transfer effectiveness ratio (TER) of virtual reality simulation training for laparoscopic skill acquisition. Ann Surg. 2013 Jun;257(6):1025-31. doi: 10.1097/SLA.0b013e318284f658.

  PMID: 23426342 BACKGROUND

• Angelo RL, Ryu RK, Pedowitz RA, Beach W, Burns J, Dodds J, Field L, Getelman M, Hobgood R, McIntyre L, Gallagher AG. A Proficiency-Based Progression Training Curriculum Coupled With a Model Simulator Results in the Acquisition of a Superior Arthroscopic Bankart Skill Set. Arthroscopy. 2015 Oct;31(10):1854-71. doi: 10.1016/j.arthro.2015.07.001. Epub 2015 Sep 2.

  PMID: 26341047 BACKGROUND

• Van Sickle KR, Ritter EM, Baghai M, Goldenberg AE, Huang IP, Gallagher AG, Smith CD. Prospective, randomized, double-blind trial of curriculum-based training for intracorporeal suturing and knot tying. J Am Coll Surg. 2008 Oct;207(4):560-8. doi: 10.1016/j.jamcollsurg.2008.05.007. Epub 2008 Jul 14.

  PMID: 18926460 BACKGROUND

• Breen D, O'Brien S, McCarthy N, Gallagher A, Walshe N. Effect of a proficiency-based progression simulation programme on clinical communication for the deteriorating patient: a randomised controlled trial. BMJ Open. 2019 Jul 9;9(7):e025992. doi: 10.1136/bmjopen-2018-025992.

  PMID: 31289064 DERIVED

Study Officials

• Anthony Gallagher, PhD, DSc

  University College Cork, College Rd, Cork Ireland

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: Participants and outcome assessors were unaware of which intervention group subjects were allocated
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Specilaist in Intensive Care and Director of Education, ASSERT, Principal Invesitgator

Model Details: The study design is a parallel group, double-blind, randomized trial

Study Record Dates

• First Submitted: August 27, 2016
• First Posted: September 1, 2016
• Study Start: September 14, 2016
• Primary Completion: September 16, 2016
• Study Completion: September 16, 2016
• Last Updated: July 25, 2017

Record last verified: 2017-07

Locations

IE (1)