Evaluating the Basic Trauma Training (BTT) Programme on Workforce Sustainability Among Newly Graduated Nurses in Saudi Level One Trauma Centres: Protocol for a Two-Site, Non-Equivalent Comparison-Group Quasi-Experimental Study
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 128
- 试验地点
- 1
- 主要终点
- Workforce Sustainability (Composite Index)
研究概览
简要总结
New nurses often find it difficult to adjust when they start working in fast-paced, high-pressure trauma units, and many leave their jobs within the first two years. This study looks at whether a two-day training programme, called Basic Trauma Training (BTT), helps newly graduated nurses in Saudi trauma hospitals feel more confident, satisfied and engaged in their work, and more likely to stay in the nursing profession.
The study takes place at two trauma hospitals in Saudi Arabia. Because it is not practical to randomly assign nurses to groups in this real-world hospital setting, the study compares an earlier group of new nurses, who receive standard hospital orientation only, with a later group, who receive standard orientation plus the two-day BTT training. Both groups complete questionnaires before and after their orientation or training period, answering questions about job satisfaction, engagement, stress and their plans to stay in the role. The study also looks at actual staff retention using hospital employment records at 6 and 12 months. Nurses in the comparison group are offered the BTT training later, once their part of the study is complete, so that everyone has the chance to take part in the training.
详细描述
This is a two-site, non-equivalent comparison-group quasi-experimental study using a pre-test/post-test design. Allocation is non-random and determined by intake cohort within each participating site: an earlier intake of eligible newly graduated nurses forms the comparator group, and a subsequent intake forms the intervention group, so that study arm is not confounded with site.
The intervention, Basic Trauma Training (BTT), is a structured two-day (14 contact-hour) educational programme developed in alignment with Saudi Commission for Health Specialties (SCFHS) Specialised Professional Programme accreditation standards. It comprises five modules: trauma systems and primary survey principles; advanced trauma assessment and clinical reasoning; critical trauma interventions and patient safety; interprofessional communication and team leadership; and psychological preparedness, peer support and self-care. Delivery combines didactic teaching, high-fidelity simulation using the PEARLS debriefing framework, and facilitated reflective discussion. The comparator condition is standard institutional orientation (approximately five days of general clinical induction without trauma-specific structured training). Comparator-arm participants are offered BTT, with the same continuing professional development credit, after their follow-up assessment (waitlist design).
Individual-level randomisation was not adopted due to contamination risk between nurses working on the same unit, and because staffing and rostering decisions are governed by institutional service demand rather than research allocation. Contamination is managed through scheduling separation, controlled distribution of training materials, and a two-item contamination check at follow-up.
The primary outcome is workforce sustainability, a formative composite index of four equally weighted, standardised components: job satisfaction (MOAQ-JSS), work engagement (UWES-9), personal burnout (CBI-PB, reverse scored), and retention intention. The primary analysis is a linear mixed-effects model with a time-by-arm interaction term, adjusting for site, prior trauma exposure, months since graduation, and delivery block. Secondary outcomes include the four composite components analysed individually, role transition stress (Rizzo Role Ambiguity and Role Conflict scales), trauma-care self-efficacy, general self-efficacy (GSE-10), and actual workforce retention from institutional HR records at 6 and 12 months. An exploratory mediation analysis examines whether role transition stress and self-efficacy mediate the effect of BTT on workforce sustainability.
The study is reported in accordance with the SPIRIT 2025 statement for trial protocols and the TREND statement for non-randomised intervention evaluations, with intervention reporting following the TIDieR checklist.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
盲法说明
Data management and statistical analysis are conducted with arm labels masked to the analysis team until primary models have been fitted, to reduce analytic bias despite the inability to mask participants or facilitators to the intervention itself.
入排标准
- 年龄范围
- 21 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Saudi Commission for Health Specialties (SCFHS) licensure
- •Less than 12 months of post-licensure clinical experience at baseline
- •Current direct patient-facing employment in a trauma-related intensive care unit at King Saud Medical City or Northern Medical Tower
- •Willing and able to provide written informed consent
排除标准
- •More than 12 months of post-licensure clinical experience
- •Employment outside trauma-related ICU settings
- •Agency or temporary staffing status
- •Extended leave during the intervention or data-collection period
- •Prior formal trauma-specific training (ATCN, TNCC) before enrolment
研究组 & 干预措施
Intervention (BTT)
Participants receive the Basic Trauma Training (BTT) programme, a two-day (14 contact-hour) simulation-based educational intervention, in addition to standard institutional orientation
干预措施: Basic Trauma Training (BTT) Programme (Behavioral)
Comparator (Standard Orientation)
Participants receive standard institutional orientation only (approximately five days of general clinical induction, without trauma-specific structured training). BTT is offered to this group after their follow-up (T1) assessment.
干预措施: Standard Institutional Orientation (Other)
结局指标
主要结局
Workforce Sustainability (Composite Index)
时间窗: Baseline (T0) and 4-6 weeks post-intervention/orientation (T1)
A formative composite index of four equally weighted, standardised (z-score) components: job satisfaction (Michigan Organizational Assessment Questionnaire Job Satisfaction Subscale, MOAQ-JSS, 3 items, 7-point Likert), work engagement (Utrecht Work Engagement Scale, UWES-9, 0-6 frequency scale), personal burnout (Copenhagen Burnout Inventory, CBI-PB, 6 items, 0-100 scale, reverse scored), and retention intention (validated instrument, to be finalised). Each component is standardised using the pooled baseline mean and SD across both arms at T0, and the four standardised components are averaged.
次要结局
- Job Satisfaction(Baseline (T0) and 4-6 weeks post-intervention/orientation (T1))
研究者
ALANAZI ABDULAZIZ SULTAN L
Principle Investigator
Lincoln University College