The Effect of Hot and Cold Debriefing on BLS Competence and Reflection In Undergraduate Nursing Students.
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 44
- 试验地点
- 1
- 主要终点
- Basic Life Support Competence
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Junior or senior nursing students (i.e., in their third or fourth year of the BSN degree).
排除标准
- •Nursing students who are not junior or senior.
研究组 & 干预措施
Cold Debriefing
The researcher assigned a cold debriefing (after one-day post-simulation) for undergraduate nursing students in the intervention group.
干预措施: Cold debriefing (Behavioral)
Hot Debriefing
The control group received a hot debriefing (immediately after the simulation).
干预措施: Hot Debriefing (Behavioral)
结局指标
主要结局
Basic Life Support Competence
时间窗: 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.
次要结局
- Debriefing Experience Scale(Immediately after the intervention)
研究者
Fahad Alanezi
Principal Investigator
University of Cincinnati