Microteaching and Advanced Life Support Simulation: Effects on Student Satisfaction and Teamwork

NCT07119853 | Completed

• 1 other identifier: ATADEK 2025-07/310
• Study Type: interventional
• Target: 64
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of this study is to evaluate the impact of a microteaching-supported advanced life support simulation on students' teamwork skills and satisfaction.

Conditions

Microteaching

Keywords

Nursing student

Outcome Measures

Primary Outcomes (2)

• Teamwork level measured by Mayo High Performance Teamwork Scale after simulation training

  Teamwork was assessed using the Turkish version of the Mayo High Performance Teamwork Scale (MHP-TS). The scale evaluates 16 aspects of team functioning, with each item rated on a 3-point scale: 0 (never), 1 (inconsistent), and 2 (consistent). Total scores range from 0 to 32, with higher scores indicating better teamwork. The scale was administered immediately after the simulation-based advanced life support training supported by microteaching.

  Immediately after the completion of the simulation training session.

• Student satisfaction and self-confidence levels measured by the Student Satisfaction and Self-Confidence in Learning Scale after simulation training

  Student satisfaction and self-confidence were assessed using the Turkish version of the Student Satisfaction and Self-Confidence in Learning Scale (SSSCLS). The scale includes two subscales: Satisfaction (5 items) and Self-confidence (8 items). Each item is rated on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree). Higher scores indicate greater satisfaction and confidence. The scale was administered immediately after the simulation-based advanced life support training supported by microteaching.

  Immediately after the simulation training session

Study Arms (2)

Control

NO INTERVENTION

The following interventions were applied to the control group; 1. Pretest: A 10-question pretest was administered before the theoretical training to assess students' knowledge levels prior to Advanced Life Support training. 2. Theoretical Training: Following the completion of the pretest, participants received "ERC 2021 Adult Advanced Life Support training" in accordance with the European Resuscitation Council 2021 guidelines in two sessions, one before and one after noon. The training duration was 2 hours. 3. Simulation Training: Five days after the theoretical training, students received simulation training. 4. Post-test, student satisfaction and self-confidence evaluation: After the simulation, students took their post-test and filled out data collection forms including the student satisfaction and self-confidence scale and the teamwork scale.

Microteaching

EXPERIMENTAL

In the experimental group, unlike the control group, simulation training was supported by microteaching. Microteaching: Students in the experimental group watched the "Advanced Life Support Team Dynamics Video." The video was uploaded to the university's education management system, and a student monitoring report was generated, ensuring that all students could watch it.

Other: Microteaching

Interventions

Microteaching OTHER

Students in the experimental group watched the "Advanced Life Support Team Dynamics Video." The video was uploaded to the university's education management system, and a student monitoring report was generated, ensuring that all students could watch it.

Microteaching

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

Being a senior nursing student and willing to participate in the study.

Contact the study team to discuss eligibility requirements. They can help determine if this study is right for you.

Sponsors & Collaborators

• Şehriban Serbest: lead

Study Sites (1)

Acibadem Universty

Istanbul, Turkey (Türkiye)

Location

Related Publications (3)

• Unver V, Basak T, Watts P, Gaioso V, Moss J, Tastan S, Iyigun E, Tosun N. The reliability and validity of three questionnaires: The Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire. Contemp Nurse. 2017 Feb;53(1):60-74. doi: 10.1080/10376178.2017.1282319. Epub 2017 Feb 10.

  PMID: 28084900 BACKGROUND

• Malec JF, Torsher LC, Dunn WF, Wiegmann DA, Arnold JJ, Brown DA, Phatak V. The mayo high performance teamwork scale: reliability and validity for evaluating key crew resource management skills. Simul Healthc. 2007 Spring;2(1):4-10. doi: 10.1097/SIH.0b013e31802b68ee.

  PMID: 19088602 BACKGROUND

• INACSL Standards Committee, Bowler, F., Klein, M. & Wilford, A. (2021, September). Healthcare Simulation Standards of Best PracticeTM Professional Integrity. Clinical Simulation in Nursing, 58, 45-48. https://doi.org/10.1016/j.ecns.2021.08.014.

  BACKGROUND

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Asst. Prof.

Study Record Dates

• First Submitted: July 31, 2025
• First Posted: August 13, 2025
• Study Start: May 12, 2025
• Primary Completion: May 16, 2025
• Study Completion: May 16, 2025
• Last Updated: August 17, 2025

Record last verified: 2025-08

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)