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|a RD82.G66 2009_GonzalezJuan |2 BU-Local |
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|a The effects of an ACLS simulation-based educational intervention on performance, self-efficacy, and general knowledge in a group of first-year nurse anesthesia students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2009. |
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|a xiii, 127 leaves : |b ill., charts, photographs ; |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, 2009. |
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|a Includes bibliographical references (leaves 115-118). |
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|a Copyright Juan E. Gonzalez. 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: Confronted with the difficulty of critical decision-making during an emergency, nurse anesthesia students (NAS) have the added burden of having to perform numerous psychomotor skills with high proficiency. Traditional ACLS certification may not be sufficient for effective ACLS performance. Purpose: To determine if a simulation based ACLS educational intervention could improve the management of cardiac and respiratory emergencies using a patient simulator in a group of first year NAS. An emphasis was placed on two primary research components: (a) to identify the effect of an ACLS simulation-based educational intervention on performance, self-efficacy, and general knowledge in ACLS, and (b) to identify relationships between select demographic variables and performance, self-efficacy, and general knowledge in ACLS in the subjects. Theoretical Framework: Bandura’s theory of self-efficacy. Methods: A quasi-experimental one group pretest and posttest design with participants as their own controls. The ACLS performance checklists, the Perceived ACLS Self Efficacy (P.A.S.E.) Scale, and the ACLS Written Precourse Self-Assessment Test were the instruments used. Results: There was a statistically significant increase in both ACLS performance from pretest (M = 67.57, SD = 9.75) to posttest (M = 78.35, SD = 10.82) and perceived ACLS self-efficacy from pretest (M = 6.95, SD = 1.36) to posttest (M = 8.10, SD = 0.99), (p<.001, one-tailed). There was no difference in general ACLS knowledge from pretest (M = 87.19, SD = 6.53) to posttest (M = 87.81, SD = 5.78), (p=.242, one-tailed). There was a correlation from pretest to posttest gain scores between select demographic variables and the dependent variables as follows: between gender (males had higher gain scores, r = -.394, p=.026) and general ACLS knowledge; between nursing experience (subjects with fewer years of experience had higher gain scores, r = -.376, p=.034) and perceived ACLS self-efficacy; between ACLS experience (subjects with more years of experience had higher gain scores, r = -.351, p=.049) and general ACLS knowledge. Conclusions: An ACLS simulation-based curriculum can be used to provide an innovative approach to student-centered learning to improve performance and self efficacy in ACLS in a group of NAS. Select demographic variables are associated with improvements in some dependent variables. |
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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 Nurse anesthetists |x United States. |
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|a Nursing students |x United States. |
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|a Nursing |x Decision making. |
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|a Critical care medicine. |
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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/AA00001629/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/29/00001/RD82_G66 2009_GonzalezJuanthm.jpg |
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|a Theses and Dissertations |
