Abstract
Aim of the study To assess team performance in implementing time critical key interventions during a simulated resuscitation after participating in either an interprofessional-learning (IPL) or uniprofessional-learning (UPL) Immediate Life Support training course (ILS).
Introduction Much of the published work on team-based simulation training has measured the lower levels of Kirkpatrick’s hierarchy of evidence and effectiveness. This study aimed to ascertain if interprofessional team training could improve a higher level of outcome such as behaviour and patient outcomes.
Methods A retrospective quantitative analysis of time critical points in a simulated cardiac arrest resuscitation, from a previous randomised study on the effects of Interprofessional Learning in ILS. The video recordings from the original study consisting of medical (n=48) and nursing (n=48) students were analysed to mark when either the IPL or UPL team performed a time critical intervention.
Results Five time-critical points for interventions were identified; confirmation of cardiac arrest, commencement of initial CPR, rhythm check, time to 1st shock and delay in restarting CPR. Parametric testing of each of these time-based criteria were subjected to an independent sample t-test with statistically significant findings in three of the five criteria in favour of those who had undertaken the interprofessional learning.
Conclusion Our results demonstrate that through an IPL approach in ILS there was a statistically different improvement in mean times to performing time-critical interventions, which if transferred to the clinical environment could improve and impact on both change of behaviour and patient outcomes in Kirkpatrick’s higher levels of evidence and effectiveness.
Though this study shows that team behaviour and performing time-critical interventions can improve in the short-term, we acknowledge that further longitudinal studies are required to ascertain the effect of such improvement over time. So that both as researchers and educators we can make healthcare teams work safer and more efficiently to improve patient outcomes.
Introduction Much of the published work on team-based simulation training has measured the lower levels of Kirkpatrick’s hierarchy of evidence and effectiveness. This study aimed to ascertain if interprofessional team training could improve a higher level of outcome such as behaviour and patient outcomes.
Methods A retrospective quantitative analysis of time critical points in a simulated cardiac arrest resuscitation, from a previous randomised study on the effects of Interprofessional Learning in ILS. The video recordings from the original study consisting of medical (n=48) and nursing (n=48) students were analysed to mark when either the IPL or UPL team performed a time critical intervention.
Results Five time-critical points for interventions were identified; confirmation of cardiac arrest, commencement of initial CPR, rhythm check, time to 1st shock and delay in restarting CPR. Parametric testing of each of these time-based criteria were subjected to an independent sample t-test with statistically significant findings in three of the five criteria in favour of those who had undertaken the interprofessional learning.
Conclusion Our results demonstrate that through an IPL approach in ILS there was a statistically different improvement in mean times to performing time-critical interventions, which if transferred to the clinical environment could improve and impact on both change of behaviour and patient outcomes in Kirkpatrick’s higher levels of evidence and effectiveness.
Though this study shows that team behaviour and performing time-critical interventions can improve in the short-term, we acknowledge that further longitudinal studies are required to ascertain the effect of such improvement over time. So that both as researchers and educators we can make healthcare teams work safer and more efficiently to improve patient outcomes.
| Original language | English |
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| Number of pages | 18 |
| DOIs | |
| Publication status | Published - 28 May 2021 |
| Event | NES Annual Virtual Conference 2021: Scottish Medical Education Conference 2021 - Virtual Duration: 27 May 2021 → 28 May 2021 |
Conference
| Conference | NES Annual Virtual Conference 2021 |
|---|---|
| Period | 27/05/21 → 28/05/21 |