Teaching Critical Management Skills to Senior Nursing Students: Videotaped or Interactive Hands-On Instruction?

Analysis of variance followed by a Tukey test was used to compare the OSCE scores for the control, video, and interactive groups. All statistical analyses were performed using SPSS.Interrater and interstation reliability were computed using a Generalizability Theory analysis

Randomized controlled

Un evento per valutare in maniera sistematica le soluzioni per le necessità attuali ed emergenti in modo che i professionisti possano eseguirlo seguendo un approccio pragmatico e sistematico.

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and questionaire

Criteria:decision-making, collaboration, communication,crisis management, and global impression of performance

Students were randomly allocated to one of three groups: control, video, or interactive learning. The principles of crisis resource management were used as a framework to develop six objectives that informed the interventions and the evaluation criteria used in the OSCE.

To record how well students performed, two independentassessors for each

Copione prepianificato che guida un’esercitazione, nonché gli stimoli utilizzati per raggiungere gli obiettivi di performance progettati dall’esercitazione.

DRIVER+ nota 1: Nel contesto di DRIVER+, gli scenari sono definiti per i Trial, non per le esercitazioni.

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(faculty experienced in performing OSCEs)were in the room, out of direct sight of students

This study examined and compared the effectiveness of videotape training versus hands-on instruction in preparing senior nursing students to respond to emergency clinical situations.

Small sample sizeStudents were tested at only 3 stations

It was concluded that instruction on crisis management with a high-fidelity simulator, using either video or hands-on instruction, can result in a significant improvement in performance.

Ethics approval was granted for this study by the University Research Ethics Review Board and permission to access nursing students was received from the SON.

Study with 3 groups: 1 with video tape instructions, one with hands on and one with no instructions. All Students were evaluated using a three stationobjective structured clinical examination that involved high-fidelity simulations.All participants were asked to complete a demographic questionnaire that included questions about past clinical experiences and the number of patients managed with a critical incident.This pilot study took place over a two-day period in the clinical learning and simulation center at the McMaster University School of Nursing (SON) in southwestern Ontario.