Training for nurses using realistic simulation
Objectives: To assess an in situ simulation-based cardiopulmonary resuscitation training strategy, with emphasis on debriefing and follow-up assessment of knowledge after training.
Method: This was an educational intervention study to measure intraparticipant variability. The simulation-based teaching techniques consisted of nine steps.This research followed STROBE recommendations for the methodological development of observational studies.
Results: Significant differences (p < 0.05) were observed between the pre-test and post-theory assessments, and between the pre-practical phase and 60 days post-training. However, no differences were observed (p<0.05) between the post-theory and post-practical phases, showing that after participating in the training strategy, after the pre-test assessment, the participants seemed to have carried over the knowledge displayed in the post-theory to the post-practical time, with considerable reduction in performance 60 days after the training program.
Conclusion: Theoretical emphasis coupled with simulation practice displayed the best results in performance when compared to theoretical training alone, even at 60 days post-training.
2. Sullivan NJ, Duval-Arnould J, Twilley M, Smith SP, Aksamit D, Boone-Guercio P, et al. Simulation exercise to improve retention of cardiopulmonary resuscitation priorities for in-hospital cardiac arrests: A randomized controlled trial. Resuscitation. 2015;86:6–13. doi: 10.1016/j.resuscitation.2014.10.021.
3. Cant RP, Cooper SJ. Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse Educ Today.2017;49:63–71. doi:10.1016/j.nedt.2016.11.015.
4. Benjamin EJ, Blaha MJ, Chiuve SE, Cushman M, Das SR, Deo R, et al. Heart Disease and Stroke Statistics’2017 Update: A Report from the American Heart Association.2017;135 (10):146–603. doi:10.1161/CIR.0000000000000485.
5. Saramma PP, RajLS, Dash PK, Sarma PS. Assessment of long-term impact of formal certified cardiopulmonary resuscitation training program among nurses. Indian J Crit Care Med: Peer-Reviewed. 2016;20(4):226–132. doi:10.4103/0972-5229.180043.
6. Neumar RW, Shuster M, Callaway CW, Gent LM, Atkins DL, Bhanji F, et al. Part 1: Executive summary: 2015 American Heart Association guidelines update for cardiopulmonary resuscitation and emergency cardiovascular care.Circulation. 2015;132(18 Suppl 2):315–367. doi:10.1161/CIR.0000000000000252.
7. Greif R, Lockey AS, Conaghan P, Lippert A, De Vries W, Monsieurs KG, et al. European Resuscitation Council Guidelines for Resuscitation 2015. Section 10.Education and implementation of resuscitation. Resuscitation. 2015;95:288–301. doi:10.1016/j.resuscitation.2015.07.032.
8. Brião RC, Souza EN, Castro RA, Rabelo ER. Cohort study to evaluate nursing team performance in a theoretical test after training in cardiopulmonary arrest. Rev Lat Am Enfermagem. 2009;17(1):40–5. doi:10.1590/S0104-11692009000100007.
9. Blum CA, Borglund S, Parcells D. International Journal of Nursing High-Fidelity Nursing Simulation : Impact on Student Self-Confidence and Clinical Competence High-Fidelity Nursing Simulation : Impact on Student Self-Confidence and Clinical. Int J Nurs Educ Scholarsh. 2010;7:Article 18. doi: 10.2202/1548-923X.2035.
10. Kawakame PMG, Miyadahira AMK. Assessment of the teaching-learning process in students of the health area: Cardiopulmonary resuscitation maneuvers. Rev da Esc Enferm. 2015;49(4):652–8. doi:10.1590/S0080-623420150000400017.
11. Heng K, Wee FC. Seventeen years of life support courses for nurses: Where are we now? Singapore Med J. 2017;58(7):453–5.doi:10.11622/smedj.2017061.
12. Jeffries PR. A framework for designing, implementing, and evaluating: Simulations used as teaching strategies in nursing. Nurs Educ Perspect. 2005;26(2):96–103.
13. Souza JMO de, Silva FR, Oliveira KM de, Venancio AF, Hermann PR de S, Magro MC da S. Debriefing como ferramenta de avaliação qualitativa no ensino simulado. Investig Qual em Saúde. 2017;2(1):841–8. Retrievedfrom: http://proceedings.ciaiq.org/index.php/ciaiq2017/article/view/1281.
14. Teixeira CRS, Pereira MCA, Kusumota L, Gaioso VP, Mello CL, Carvalho EC. Evaluation of nursing students about learning with clinical simulation. Rev Bras Enferm. 2015;68(2):284–91.doi:10.1590/0034-7167.2015680218i.
15. Moura ECC, Caliri MHL. Simulation for the development of clinical competence in risk assessment for pressure ulcer. Actapaulenferm. 2013;26(4):369–75. doi:10.1590/S0103-21002013000400011
16. Ryoo EN, Ha EH. The importance of debriefing in simulation-based learning: Comparison between debriefing and no debriefing. CIN - Comput Informatics Nurs. 2015;33;12:538–45.doi:10.1097/CIN.0000000000000194.
17. O’Meara P, Munro G, Williams B, Cooper S, Bogossian F, Ross L, et al. Developing situation awareness amongst nursing and paramedicine students utilizing eye tracking technology and video debriefing techniques: A proof of concept paper. Int Emerg Nurs. 2015;23;2:94–9. doi:10.1016/j.ienj.2014.11.001.
18. Rall M, Manser T, Howard SK. Key elements of debriefing for simulator training. Eur J Anaesthesiol. 2000;17;8:516–7. doi:10.1046/j.1365-2346.2000.00724-1.x.
19. Fabius DB, Grissom EL, Fuentes A. Recertification in Cardiopulmonary Resuscitation: A Comparison of Two Teaching Methods. J Nurs Staff Dev. 1994;10(5):262–8.
20. Bukiran A, Erdur B, Ozen M, Bozkurt AI. Retention of nurses’ knowledge after basic life support and advanced cardiac life support training at immediate, 6-month, and 12-month post-training intervals: A longitudinal study of nurses in Turkey. J Emerg Nurs. 2014;40(2):146–52. doi:10.1016/j.jen.2012.08.011.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright policies & self-archiving
We are a RoMEO green journal.
Author's Pre-print: author can archive pre-print (ie pre-refereeing)
Author's Post-print: author can archive post-print (ie final draft post-refereeing)
Publisher's Version/PDF: author can archive publisher's version/PDF
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access and Benefits of Publishing Open Access).
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Articles are published Under License of Creative Commons Attribution 4.0 License ©