Trigger Films and Simulation: Educating Nurse Anesthesia Students

critical thinking skills;high risk/low frequency event;malignant hyperthermia;registered nurse;student nurse;trigger film;Anesthesia Program

Rodgers, LauraFlint ;

University of Michigan

关键词: critical thinking skills;    high risk/low frequency event;    malignant hyperthermia;    registered nurse;    student nurse;    trigger film;    Anesthesia Program;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/143497/Rodgers2017.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

The purpose of this study was to evaluate if Student Registered Nurse Anesthetists (SRNAs) who participate in lecture and view of a trigger film video, related to undiagnosed malignant hyperthermia, would experience enhanced clinical decision-making behaviors in the simulation lab versus those that participate in lecture alone. Trigger films are short video clips (thirty seconds to two minutes) that portray situations a learner or clinician might experience. Members of the Oakland University Beaumont Graduate Program of Nurse Anesthesia (OUBGPNA) class of 2018 received lectures on the recognition and treatment of Malignant Hyperthermia (MH), anaphylaxis and bronchospasm. Following the lectures, students were randomized to one of two groups. Group A viewed trigger films pertaining to anaphylaxis, bronchospasm, and MH and were later tested in the simulation lab on one of the three high-risk, low-frequency events. Group B reviewed PowerPoint lecture slides on the same three topics before participating in their simulated scenario. Both groups were unaware of which of the three scenarios would be simulated. Both groups underwent a Malignant Hyperthermia simulation scenario. The two groups were compared to determine which group demonstrated superior clinical decision-making behaviors in the simulation lab following the implementation of the teaching strategies. No statistical significance was found concerning time to recognition of symptoms or time to initiate treatment for all but one of the variables examined. Time to cooling demonstrated statistical significance with Group A initiating cooling measures more quickly than Group B. Post study debriefing revealed that participants felt access to a trigger film either did, or would have afforded them more comfort with decision-making skills in the scenario. Teaching critical thinking skills for high-risk, low-frequency events is of utmost importance to the development of nurse anesthetists. Determining the best teaching strategy to provide this education is imperative.