NCT04063319

Nursing Students' Recognition of and Response to Deteriorating Patients

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 183 (actual)
• Sponsor: University of Agder · Academic / Other
• Sex: All
• Age: —
• Healthy volunteers: Accepted

Summary

The overall aim of this intervention study is to examine the effects of an high-fidelity simulation intervention in undergraduate nursing education developed to identify recognizing and responding to patient deterioration. Half of the participants will receive an intervention with high-fidelity simulation, while the other half will not receive any instructional intervention.

Detailed description

Simulation-based nursing education is an increasingly used pedagogical approach. The overall aim of this intervention study is to examine the effects of an high-fidelity simulation intervention developed to identify how recognizing and responding to patient deterioration improves the knowledge and self-confidence of undergraduate nursing students. Specific aims: 1. To describe and estimate the change in undergraduate nursing students' knowledge and perceived self-confidence after an high-fidelity simulation intervention. 2. To identify the barriers and enablers that may impact on a successful implementation of the high-fidelity simulation intervention. Half of the participants will receive an intervention with high-fidelity simulation, while the other half will not receive any instructional intervention. All participants will answer a questionnaire developed to measure perceived knowledge and levels of self-confidence pre- and post-intervention or before and after a meeting (control group). Five students and six faculty members will also be interviewed as a part of a process evaluation. The study is part of a PhD project.

Conditions

• Knowledge, Attitudes, Practice

Interventions

Type	Name	Description
OTHER	High-fidelity simulation	The set up in the high-fidelity simulation intervention is a deteriorating patient scenario.

Timeline

• Start date: 2016-08-15
• Primary completion: 2018-12-16
• Completion: 2018-12-16
• First posted: 2019-08-21
• Last updated: 2019-08-22