Effectiveness of Delirium Simulation Education of Nurses in Intensive Care Unit

Not Applicable

• Conditions: Self Efficacy; Simulation of Physical Illness; Nursing Caries; Intensive Care Unit Delirium
• Interventions: Other: education strategy

• Registration Number: NCT05333354
• Lead Sponsor: Chang Gung Memorial Hospital

Brief Summary

Delirium is a common symptom in the intensive care unit, which greatly affects the prognosis of critically ill patients and increases medical costs. Although many studies have implemented preventive measures, they have not been able to significantly improve the prevalence of delirium, because many medical measures devises in the intensive care unit are still necessary for patients. Therefore, early detection of patients with delirium symptoms, risk factors, and immediate Delirium management is important. Nurses are the first line of clinically important roles in assessing delirium symptoms. So, design a delirium simulation education for nurses is important.

Detailed Description

Through literature review, the investigators found that research on delirium in the intensive care unit simulated education interventions are insufficient, and longitudinal studies to explore how long the effect can be maintained or delirium assessment and delirium management are designed dependent on theory are lacking. Therefore, the purpose of this study was to investigate the effect of delirium simulation education on delirium knowledge, delirium critical thinking, delirium care self-efficacy and satisfaction among nurses in intensive care units, and to explore the influencing factors.

Study Timeline

• Study First Submitted: 2022-02-16
• Study First Submitted QC: 2022-04-09
• Study First Posted: 2022-04-19
• Status Verified: 2022-07
• Last Update Submitted: 2022-07-19
• Last Update Posted: 2022-07-20
• Study Start: 2022-08-01
• Primary Completion: 2023-07-31
• Study Completion: 2023-07-31

Recruitment & Eligibility

• Status: UNKNOWN
• Sex: All
• Target Recruitment: 120

Inclusion Criteria

1. Nurses who have worked in the intensive care unit for more than 3 months,
2. No physical or mental illness or recent major family events,
3. Never received delirium simulation training.

Exclusion Criteria

1. Those who are not working in the intensive care unit for less than 3 months,
2. Those who have recently suffered from physical and mental illness or a major family event recently,
3. Those who have received delirium simulation training,
4. Those who are currently working as nursing supervisors.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Experimental(simulation education group)	education strategy	The experimental group (simulation teaching group), the content of simulation teaching is based on the simulation model, and includes five important elements: Instructor, student, educational practice, simulation situation design and characteristics, and result that design covering the four stages of learning, concrete experience, reflective observation, abstract conceptualization and action experience, and design lesson plans, which include delirium assessment and delirium risk factor detection. Delirium prevention and management (PADIS guidelines). The main objectives of the teaching plan design of the experimental group are: to be able to confirm delirium by assessment of the Delirium Assessment Scale; to confirm the risk factors by the history taking; to propose treatment and measures according to the assessment results. Secondary goals: Be able to perform handovers.

Primary Outcome Measures

Name	Time	Method
Effectiveness change of delirium care self-efficacy after simulation teaching	change from baseline in delirium care self-efficacy and 3, 6, 12 months after intervention	Effectiveness of participants with simulation teaching as assessed by delirium care self-efficacy questioner, change from baseline in self-efficacy scores on delirium care self-efficacy questioner at 3,6,12 months
Effectiveness change of delirium care knowledge after simulation teaching	change from baseline in delirium knowledge and 3, 6, 12 months after intervention	Effectiveness of participants with simulation teaching as assessed by delirium knowledge questioner, change from baseline in knowledge scores on delirium knowledge questioner at 3,6,12 months
Effectiveness change of delirium critical thinking skills after simulation teaching	change from baseline in delirium critical thinking skills and 3, 6, 12 months after intervention	Effectiveness of participants with simulation teaching as assessed by delirium critical thinking skills questioner, change from baseline in critical thinking skills scores on delirium critical thinking skills questioner at 3,6,12 months