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|a RD51.3.W86 2012_WunderLinda |2 BU-Local |
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|a The effect of a non-technical skills intervention on first-year nurse anesthesia students' skills during crisis simulation |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2012. |
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|a xvi, 127 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2012. |
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|a Includes bibliographical references (leaves 93-98). |
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|a Copyright Linda L. Wunder. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: Simulation-based education provides a safe place for nurse anesthesia students (NAS) to practice anesthesia prior to entering the clinical arena to ensure a climate of patient safety. Lack of non-technical skills and ways to provide instruction to improve these skills through simulation-based education have been neglected in the education of NAS. Purpose: The purpose of the study is was to determine if an educational intervention on non-technical skills could improve the performance of non-technical skills during anesthesia crisis simulation with a group of first year NAS. Theoretical Framework: Situated Learning Theory by J. Lave and E. Wenger. Methods: After institutional review board approval, a convenience sample 32 first year NAS volunteered for this study. The quasi-experimental method that was used in this study was the one-group pretest-posttest design using nonequivalent dependent variables. Four experienced nurse anesthetist educators were raters in this study. The NAS were instructed to diagnose, perform therapeutic actions, expect all action occur in real time, and verbalize the diagnosis and treatment during each scenario. Each of the subjects performed six scenarios: three pre-intervention and three post-intervention, one month after the first simulation session. Results: A one-tail t test revealed the non-technical skills mean score was greater than pretest scores, t (31) = 1.99, p = .028. The mean posttest scores (M = 13.3, SD = 1.73) were higher than the mean scores on the pretest (M =12.7, SD =2.12). The standardized difference in the means, d =0.28, indicated a small effect size. Based on a one tail pairedsamples t-test, t(30) = 1.81, p = .04, mean gain scores for standardized non-technical skills were significantly greater than mean gain scores for standardized technical skills. The standardize difference in the means, d = 0.35, indicates a medium effect size. Conclusions: One three-hour educational intervention of non-technical skills can improve the performance of non-technical skills. The use of the Anaesthetist Non-Technical skills (ANTS) system is a valuable tool in the measurement of non-technical skills assessment of first year NAS. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Postanesthesia nursing. |
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|a Nursing |x Study and teaching |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001627/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/27/00001/RD51_3_W86 2012_WunderLindathm.jpg |
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|a Theses and Dissertations |
