Interprofessional Advanced Cardiac Life Support Training on Collaborative Skills, Self-Efficacy And Emotion Regulation

NCT03979092 | Completed

• 1 other identifier: TEG AY2016/2017
• Study Type: interventional
• Target: 120
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of this study is to study the effectiveness of interprofessional advanced cardiac life support (IP-ACLS) training in improving collaborative skills, self-efficacy and emotion regulation among fourth-year nursing students using a prospective, open-label, non-randomized controlled design. The investigators hypothesized that students who participated in the IP-ACLS training are more likely to have better:

1. 1.collaborative skills
2. 2.self-efficacy
3. 3.emotion regulation.

Conditions

Self Efficacy; Collaborative Skills; Emotion Regulation

Keywords

Collaborative skills; Emotion regulation; Self-efficacy; Interprofessional education; Advanced Cardiac Life Support; Nursing students

Outcome Measures

Primary Outcomes (3)

• Assessment of Interprofessional Team Collaboration Scale (AITCS)

  It consists of 37 items with 3 subscales including partnership (19 items), cooperation (11 items) and coordination (7 items) (Orchard, King, Bezzina, 2012). Items incorporated on a five-point Likert scale (with 5 = always, 4 = most of the time, 3 = occasionally, 2 = rarely, and 1 = never) allowing respondents to rate their current feeling about their team and themselves. The sum score ranged from 37 to 185. The higher the scores obtained, the more collaborative skills had.

  3 years

• General Self-Efficacy Scale (GSE)

  This is a 10-item, 4-point unidimensional scale. Items had a response range from 1 (not at all true) to 4 (exactly true) (Schwarzer \& Jerusalem, 1995). The sum scores ranged from 10 to 40. The higher the total score, the more self-efficacious the respondent.

  3 years

• Emotion Regulation Questionnaire (ERQ)

  Used to measure emotion regulation which consists of two scales corresponding to two different emotion regulation strategies: cognitive reappraisal (6 items) and expressive suppression (4 items) (Gross \& John, 2003). The 10 items are rated on a 7-point-Likert scale from strongly disagree to strongly agree. The sum score ranged from 10 to 70, participants with higher total score have better emotion regulation.

  3 years

Study Arms (2)

IP-ACLS

EXPERIMENTAL

Behavioral: IP-ACLS

Waitlist

OTHER

Behavioral: Waitlist

Interventions

IP-ACLS BEHAVIORAL

Three senior consultants and 12 trainers conduct 2-day IP-ACLS training. 1. Pre-class activities: preparation First exposure reading on provider manual and lecturer notes about a new knowledge of ACLS to enhance self-directed learning. 2. Interactive lecture sessions: 10 topics Interactive lectures (15-20 minutes per topic) introduce a new knowledge, which anchor to their existing knowledge according to ACLS algorithms. 3. Simulation sessions: 10 sessions Skill sessions (50 minutes per session) used high-fidelity simulation mannequin in a team approach. Students learn through role-playing with different practical scenarios. Experiential learning is focused on hands-on and collaborative strategies for enhancing a deeper learning. 4. Debriefing: feedback and reflection Trainers provide immediate feedback and discussion throughout the scenarios. Debriefing is focused on the positive aspect and areas for improvement.

IP-ACLS

Waitlist BEHAVIORAL

Waitlist group will participate in subsequent IP-ACLS training.

Waitlist

Eligibility Criteria

• Age: 21 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• National University Singapore 4th year nursing students
• Participate in the IP-ACLS training in Academic Year 2016/2017 to Academic Year 2018/2019
• Obtained informed consent

You may not qualify if:

• Serious psychological problems
• Cannot provide informed consent

Sponsors & Collaborators

• National University of Singapore: lead

Study Sites (1)

National University of Singapore

Singapore, 117597, Singapore

Location

Related Publications (3)

• Orchard CA, King GA, Khalili H, Bezzina MB. Assessment of Interprofessional Team Collaboration Scale (AITCS): development and testing of the instrument. J Contin Educ Health Prof. 2012 Winter;32(1):58-67. doi: 10.1002/chp.21123.

  PMID: 22447712 BACKGROUND

• Schwarzer R, Jerusalem M. General Self-Efficacy scale. In: Weinman J, Wright S, Johnston M, eds. Measures in health psychology: A user's portfolio. Windsor, UK: NFER-NELSON; 1995:35 - 37

  BACKGROUND

• Gross JJ, John OP. Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. J Pers Soc Psychol. 2003 Aug;85(2):348-62. doi: 10.1037/0022-3514.85.2.348.

  PMID: 12916575 BACKGROUND

MeSH Terms

Conditions

Emotional Regulation

Interventions

Waiting Lists

Condition Hierarchy (Ancestors)

Self-Control; Social Behavior; Behavior

Intervention Hierarchy (Ancestors)

Appointments and Schedules; Organization and Administration; Health Services Administration

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Study Record Dates

• First Submitted: June 5, 2019
• First Posted: June 7, 2019
• Study Start: October 25, 2016
• Primary Completion: September 7, 2018
• Study Completion: September 7, 2018
• Last Updated: June 12, 2019

Record last verified: 2019-06

Locations

SG (1)