TY - JOUR
T1 - Evaluating videotaped role-modeling to teach crisis resource management principles
AU - Anderson, Mindi
AU - LeFlore, Judy L.
AU - Anderson, Jo Dee M.
N1 - Funding Information:
Some of the information in this manuscript was presented as a work-in-progress poster at the International Meeting on Simulation in Healthcare ( Anderson & LeFlore, 2010 ). The authors wish to thank the Laerdal Foundation for Acute Medicine for supporting this study. The authors also wish to thank Sharolyn Dihigo, DNP, RN, CPNP-PC; Sara Moore, RN, MSN, PNP, APRN/BC, CPNP-AC; Cyndi Rains, RN, BSN; Jeannie Nelson, RN, BSN; and, Douglas Leonard, MD, as well as the Center for Nursing Research at the University of Texas at Arlington College of Nursing. Additionally, a special thank you is given to Patricia Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAAN for her edits of the manuscript.
PY - 2013/9
Y1 - 2013/9
N2 - Introduction: This descriptive pilot study compares the effectiveness of the addition of videotaped role-modeling to a traditional method of teaching Crisis Resource Management (CRM) principles and clinical management of pediatric patients with respiratory distress. Method: Data were collected from nurse practitioner students (N = 16) to evaluate knowledge, self-efficacy, team behaviors, and technical skills at 3 time-points. All students participated in a Pretest (Time 1) scenario and CRM lecture. Group A (control; n = 8) received no further intervention. Group B (experimental group; n = 8) watched a videotape of experts modeling CRM. All groups completed another scenario (Time 2). Twelve weeks later, each group completed a third scenario (Time 3). Satisfaction was measured at 2 times. Results: No differences were noted in knowledge, self-efficacy, or technical skills between the groups at the 3 times. There was a significant difference between the groups on both the Pretest and Posttest 1 on team behaviors. Satisfaction scores showed no differences between the groups. Discussion: One experience watching a 15-minute role-modeling videotape may not be an effective means of instruction for CRM principles or clinical management of pediatric patients.
AB - Introduction: This descriptive pilot study compares the effectiveness of the addition of videotaped role-modeling to a traditional method of teaching Crisis Resource Management (CRM) principles and clinical management of pediatric patients with respiratory distress. Method: Data were collected from nurse practitioner students (N = 16) to evaluate knowledge, self-efficacy, team behaviors, and technical skills at 3 time-points. All students participated in a Pretest (Time 1) scenario and CRM lecture. Group A (control; n = 8) received no further intervention. Group B (experimental group; n = 8) watched a videotape of experts modeling CRM. All groups completed another scenario (Time 2). Twelve weeks later, each group completed a third scenario (Time 3). Satisfaction was measured at 2 times. Results: No differences were noted in knowledge, self-efficacy, or technical skills between the groups at the 3 times. There was a significant difference between the groups on both the Pretest and Posttest 1 on team behaviors. Satisfaction scores showed no differences between the groups. Discussion: One experience watching a 15-minute role-modeling videotape may not be an effective means of instruction for CRM principles or clinical management of pediatric patients.
KW - Crisis resource management
KW - Nurse practitioner students
KW - Videotaped role-modeling
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U2 - 10.1016/j.ecns.2012.05.007
DO - 10.1016/j.ecns.2012.05.007
M3 - Article
AN - SCOPUS:84881664315
SN - 1876-1399
VL - 9
SP - e343-e354
JO - Clinical Simulation in Nursing
JF - Clinical Simulation in Nursing
IS - 9
ER -