Tuesday, 19 November 2013: 10:00 AM
Learning Objective 1: To evaluate nursing undergraduate students’ self-perception of the effects of an interprofessional (IP) learning activity on students’ knowledge retention and ability to perform CPR/BLS.
Learning Objective 2: To enhance the readiness to enter the multidisciplinary-healthcare field
Abstract: New graduate nurses entering professional practice are expected to demonstrate basic proficiency during cardio pulmonary resuscitation (CPR)/Basic Life Support (BLS) events in community or clinical settings. Academic curriculum often doesn’t include CPR/BLS training leaving students to take courses through external providers which may become a challenge to building professional confidence and quality competence in diverse healthcare settings. Studies show that after initial certification, the retention of the CPR/BLS skills requires reinforcement; otherwise, a deterioration of skills is observed (Hamilton, 2005). Furthermore, in stressful situations healthcare professionals have deviated from standards or demonstrated lack of proficiency performing CPR/BLS (Martin, 2005). This study evaluated nursing and paramedic students’ self-perception of the effects of interprofessional (IP) simulation activities on students’ knowledge retention and ability to perform CPR/BLS. Method: This IRB approved descriptive study was based on triangulation including: interaction among students from two programs, individual observation by certified faculty of the implementation of the new 2011 AHA guidelines, and pre-and-post collaborative-activities survey. Sample: 36 nursing and 20 paramedic students. A survey, including a questionnaire and a 10-point visual analog response-scale, collected data. Results: The nursing students started with lower self-perception (µ=6.93, SD=2.40) compared to the paramedic students (µ=9.37, SD=0.96) whose curriculum included CPR/BLS training. After simulation activities, nursing students’ self-perception significantly increased (µ=8.90, SD=1.60) with a 1.97 difference. For the paramedic students, the self –perception showed only a slight increase (µ=9.74, SD=0.63) with a 0.37 difference. The t(35=1.2587E-55) for the nursing students with a p <0.01 led to rejection of the null hypothesis. Conclusions: The nursing students’ knowledge retention and ability to perform CPR/BLS increased after interprofessional learning activities as shown in the post-test. Nurse-education leadership should consider integration of simulation activities to bridge academic and practical competencies and increase nurses’ confidence in’ knowledge retention and ability to perform CPR/BLS.
See more of: Interdisciplinary Collaborative Partnership Models
See more of: Oral Paper & Poster: Clinical Sessions
See more of: Oral Paper & Poster: Clinical Sessions