Team-Based Learning Improves Staff Nurses' Knowledge of Open- and Closed-Chest Cardiac Surgical Resuscitation.

Autor:	McRae ME; Marion E. McRae, MScN, RN-BC, ACNP-BC, CCRN-CSC-CMC, CCN(C), is a nurse practitioner at Guerin Family Congenital Heart Program, Cedars-Sinai Medical Center, Los Angeles, California, and assistant professor at the David Geffen School of Medicine, UCLA, and a Robert Wood Johnson Future of Nursing Scholar. Alice Chan, MN, RN, CNS, CCRN, is the service line manager, CSICU and CICU, Cedars-Sinai Medical Center, Los Angeles, California and assistant clinical professor, School of Nursing, UCLA. Ai Jin Lee, MSN, RN, CNS, CCRN, is a simulation program education coordinator, Women's Guild Simulation Center for Clinical Skills, Cedars-Sinai Medical Center, Los Angeles, California. Renee Hulett, MSN, MHA, RN, PCNB, is the director at the Maternal Child Services, St Catherine Hospital, Garden City, Kansas. Bernice Coleman, PhD, RN, ACNP-BC, FAHA, FAAN, is a nurse scientist II/nurse practitioner at the Mechanical Assist & Heart Transplantation, Cedars-Sinai Medical Center Nursing Research and Development, Los Angeles, California., Chan A, Lee AJ, Hulett R, Coleman B
Jazyk:	angličtina
Zdroj:	Dimensions of critical care nursing : DCCN [Dimens Crit Care Nurs] 2017 Jan/Feb; Vol. 36 (1), pp. 60-67.
DOI:	10.1097/DCC.0000000000000221
Abstrakt:	Background: There are few reports of the use of 1-session team-based learning (TBL) in hospital settings and none to teach cardiac surgical resuscitation (CSR). Objective: The aim of this study was to investigate whether 1-session TBL is an effective method to increase nursing knowledge of CSR. Methods: The participating subjects viewed a PowerPoint presentation about CSR prior to the learning session. Participants completed a 16-item individual readiness assessment test. Immediately after, participants in groups of 3 completed the same 16-item test as a team using the Immediate Feedback Assessment Technique form. Participants were asked open-ended questions about their concerns with CSR, which were analyzed with a grounded theory approach. Results: The sample consisted of 60 subjects (54 completing all phases). Team-based learning significantly increased scores from 36.93 (SD, 8.49) to 50.89 (SD, 5.29), t53 = -13.05, P < .001. There was a significant increase in scores (t46 = 2.13, P = .04) among the noncohesive groups from baseline (52.88 [SD, 3.29]) versus the cohesive groups (50.38 [SD, 4.73]). The qualitative data indicated that the subjects had worries/concerns and lack of self-confidence around CSR. Discussion: Team-based learning is a feasible method to use for single-session education where team building is also required. Noncohesive groups may benefit from TBL, from discussing divergent viewpoints to reach a consensus. Additional studies are needed to compare preferences for TBL with other teaching methods.
Databáze:	MEDLINE
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