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Nurse Educ Pract. 2019 Dec 9;42:102687. doi: 10.1016/j.nepr.2019.102687. [Epub ahead of print]

The impact of debriefing modalities on nurse practitioner students' knowledge and leadership skills in managing fatal dysrhythmias: A pilot study.

Author information

1
University of Cincinnati, College of Nursing, OH,USA, 4587 Wyndtree Drive #122, West Chester, OH, 45069, USA. Electronic address: alhajaaa@mail.uc.edu.
2
Professor of Nursing. University of Cincinnati, College of Nursing. Cincinnati, Ohio, 45221-0038, USA. Electronic address: millerel@ucmail.uc.edu.
3
Associate Professor of Clinical Nursing. University of Cincinnati, College of Nursing. 3110 Vine Street Cincinnati, Ohio, 45221, USA. Electronic address: ballmake@ucmail.uc.edu.
4
Professor and Jane E.Procter Endowed Chair. University of Cincinnati, College of Nursing.3110 Vine Street, Cincinnati, OH, 45221-0038, USA. Electronic address: bakastn@ucmail.uc.edu.
5
Center for Simulation and Research Attending Physician, Division of Emergency Medicine, Cincinnati Children's Hospital Medical Center, University of Cincinnati Department of Pediatrics, 3333 Burnet Avenue, Cincinnati, OH, 45229-3026, USA. Electronic address: gary.geis@cchmc.org.
6
Professor of Biostatistics and Director of the Masters of Public Health Program Department of Environmental Health, University of Cincinnati College of Medicine.Kettering Lab Building G06 Cincinnati, OH, 45267-0056, USA. Electronic address: yingj@ucmail.uc.edu.

Abstract

Acute care nurse practitioners (ACNPs) require special training and educational preparation to meet their role expectations. Using high fidelity simulation with debriefing modalities is considered one of the innovative learning strategies in graduate nursing. No studies have investigated debriefing modalities in nurse practitioner programs specially ACNPs leadership skills. The purpose of this study was to examine the difference in students' knowledge, code team leader skills and self-efficacy using two debriefing modalities. A two group, pretest-posttest quasi-experimental design was used. Students were divided into video-assisted debriefing group vs. verbal debriefing following a simulation scenario of managing emergency codes. There were no significant differences between the two groups in knowledge acquisition/retention, leadership skills, and self-efficacy, but there was a significant difference in self-efficacy in both groups between two-time points. There was a general improvement in teams' performance. Students preferred verbal debriefing over video-assisted debriefing. The debriefing session plays an important role in graduate nursing education. Acute care nurse practitioners are lacking a formal leadership training to meet their advanced role. Nurse Educators, and simulation/debriefing leaders may benefit from our study results to develop a structured, formal curriculum and educational instruction focusing on acute care nurse practitioners' role change especially leading a resuscitation team.

KEYWORDS:

Acute care nurse practitioners; Advanced nurse practice; High fidelity simulation; Team leader self-efficacy; Verbal debriefing; Video-assisted debriefing

PMID:
31841811
DOI:
10.1016/j.nepr.2019.102687

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