Effects of a simulation‐based education programme on delirium care for critical care nurses: A randomized controlled trial

Abstract

Aims To evaluate the effects of a simulation‐based education programme on critical care nurses’ knowledge, confidence, competence and clinical performance in providing delirium care. Design Single‐blinded randomized controlled trial. Methods Registered nurses who work in intensive care units were recruited from a university‐affiliated acute major metropolitan teaching hospital. The intervention group received: (i) five online‐learning delirium care videos, (ii) one face‐to‐face delirium care education session and (iii) a simulation‐based education programme with a role‐play scenario‐based initiative and an objective structured clinical examination. The control group received only online videos which were the same as those provided to the intervention group. Delirium care knowledge, confidence, competence, and clinical performance as outcomes were collected at: baseline, immediately after intervention, and within 6 weeks post‐intervention to test whether there were any changes and if they were sustained over time. Data were collected between 2 October and 29 December 2020. The repeated‐measures analysis of variance was used to examine for changes in delirium care knowledge, confidence, and competence within groups. Results Seventy‐two critical care nurses participated with 36 each allocated to the intervention group and control group. No statistically significant difference was observed between the two groups in outcome variables at 6 weeks post‐intervention. In the intervention group, significant within‐group changes were observed in terms of delirium care knowledge, confidence, and competence over time. By contrast, no significant changes were observed in outcome measures over time in the control group. Conclusion The simulation‐based education programme is an effective and feasible strategy to improve delirium care by enhancing the knowledge, confidence, competence and clinical performance of critical care nurses. Impact Our findings provide evidence regarding the development and implementation of a simulation‐based education programme in hospitals for health professional education in Taiwan.

Development and Effectiveness of an End-of-Life Care Program for Faculty in the Critical Care Field

“…As it is considered that content learned in a class using lecture alone is largely forgotten 2 weeks later, 16-19 the section on effective teaching methods of the program developed in this study offers instruction on various active learning teaching techniques; these techniques can be found in previous research 20-22 and include buzz sessions, think-pair-share, case studies, role-play, and flipped classrooms. These teaching methods have been shown to be effective through various studies 23-35 . Meanwhile, the section on how to create a teaching plan of the program offers instruction on participant analysis methods and class structure (goal setting, introduction, unpacking, summary).…”

“…These teaching methods have been shown to be effective through various studies. [23][24][25][26][27][28][29][30][31][32][33][34][35] Meanwhile, the section on how to create a teaching plan of the program offers instruction on participant analysis methods and class structure (goal setting, introduction, unpacking, summary). The program also provides teaching materials that can be put to use immediately after program completion (eg, PowerPoint documents, role-play cases, case study cases), even including a faculty outline that can help encourage teachers.…”

Overcoming Decisional Gaps in High-Risk Prescribing by Junior Physicians Using Simulation-Based Training: Protocol for a Randomized Controlled Trial

“…Efforts to address decisional gaps between System 1 and System 2 thinking in other fields have involved role-playing or other games to simulate System 2 thinking states, such as having participants evaluate their cravings for tobacco during hot state and cold state sessions [ 1 , 2 , 23 , 24 ]. In clinical medicine, simulation has increasingly been used to help health care professionals, alone and in teams, practice how they would handle stressful situations such as cardiac arrest or emergent trauma situations in emergency rooms [ 25 - 34 ]. By extension, these approaches could help address decisional gaps for prescribing high-risk medications for older adults.…”

Using the nursing delirium screening scale in assessing postoperative delirium: A meta‐regression

“…There is a lack of training and education for nursing staff in using assessment tools to identify delirium properly, which draws researchers' attention to developing innovative education in the detection and management of delirium (Fick et al, 2017; Inouye, 2018; Yevchak et al, 2012). Training strategies examined in studies, such as in‐person and online training, simulation, and objective “hands‐on” clinical examination, have demonstrated effectiveness in improving delirium detection among practitioners (Fick et al, 2018; Ho et al, 2021). Clinical guidelines for postoperative delirium suggest the use of a screening tool that is brief and has a rapid assessment time (Aldecoa et al, 2017; Hughes et al, 2020).…”