The Effect of Hot and Cold Debriefing on BLS Competence and Reflection In Undergraduate Nursing Students.
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- University of Cincinnati
- Enrollment
- 44
- Locations
- 1
- Primary Endpoint
- Basic Life Support Competence
Study Overview
Brief Summary
The goal of this clinical trial is to find out if immediate (hot) or delayed (cold) debriefing is better for undergraduate nursing students during Basic Life Support (BLS) training.
The study aims to:
- Identify the effect of hot versus cold debriefing in BLS training for nursing students.
- Identify which debriefing method students prefer.
Researchers will compare the two debriefing methods. Participants will:
- Be randomly assigned (by flipping a coin) to either hot or cold debriefing.
- Take part in a simulation about Basic Life Support.
Detailed Description
This RCT aimed to identify the efficacy of cold versus hot debriefing in BLS training for undergraduate nursing students' BLS competence and to assess the impact of hot and cold debriefing nursing students' debriefing experience.
Specific Aims/Hypothesis Specific aim 1: Identify the efficacy of cold versus hot debriefing in BLS training for undergraduate nursing students' BLS competence.
Hypothesis 1a: In both cold and hot debriefing groups, there is a significant difference in the BLS competence of undergraduate nursing students between pre-intervention and post-intervention.
Hypothesis 1b: Undergraduate nursing students who receive cold debriefing will show greater BLS competence than those who receive hot debriefing. Our approach to testing the aim is to conduct an experimental design study.
Specific aim 2: Assess the impact of hot and cold debriefing on undergraduate nursing students' debriefing experience.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Other
- Masking
- Single (Participant)
Eligibility Criteria
- Ages
- 18 Years to — (Adult, Older Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •Junior or senior nursing students (i.e., in their third or fourth year of the BSN degree).
Exclusion Criteria
- •Nursing students who are not junior or senior.
Arms & Interventions
Cold Debriefing
The researcher assigned a cold debriefing (after one-day post-simulation) for undergraduate nursing students in the intervention group.
Intervention: Cold debriefing (Behavioral)
Hot Debriefing
The control group received a hot debriefing (immediately after the simulation).
Intervention: Hot Debriefing (Behavioral)
Outcomes
Primary Outcomes
Basic Life Support Competence
Time Frame: Immediately after the intervention
Competence level was measured via the American Heart Association (2020) Basic Life Support competency checklist, which is a dichotomous rating scale of 0 (not done/done incorrectly) and 1 (done correctly); there was a total of 15 points. The higher the score, the better the outcome.
Secondary Outcomes
- Debriefing Experience Scale(Immediately after the intervention)
Investigators
Fahad Alanezi
Principal Investigator
University of Cincinnati