Remembering to Resume: A Randomized Trial Comparing Combined Interruption Management Training and Simulation-Based Education to Simulation-Based Education Alone.

Autor:	Hill PP; About the Authors The authors are faculty at the University of Central Florida, Orlando, Florida. Peggy P. Hill, PhD, RN, CHSE, is an assistant professor and simulation facilitator. Desiree A. Díaz, PhD, FNP-BC, CNE, CHSE-A, ANEF, FSSH, FAAN, professor and undergraduate simulation coordinator, is president-elect for the International Nursing Association of Clinical Simulation and Learning. Mindi Anderson, PhD, APRN, CPNP-PC, CNE, CHSE-A, ANEF, FAAN, is professor, interim associate dean for simulation and immersive learning, and director, Healthcare Simulation Graduate Program. Steven Talbert, PhD, RN, is director, Nursing PhD Program, and a clinical assistant professor. Crystal Maraj, PhD, is an assistant professor, Institute for Simulation and Training (IST) at the University of Central Florida. This project was funded by the 2021 SouthernNursing Research Society/National League for Nursing Doctoral Research Grant Award; a version is included in Dr. Hill's dissertation. The authors are grateful to Dr. Erica Hoyt for her assistance as a simulation facilitator during this study. In addition, the dedication of simulation center staff, especially Syretta Spears and Christina Grosso, is greatly appreciated. For more information, contact Dr. Hill at Peggy.Hill@UCF.edu ., Díaz DA, Anderson M, Talbert S, Maraj C
Jazyk:	angličtina
Zdroj:	Nursing education perspectives [Nurs Educ Perspect] 2024 Jan-Feb 01; Vol. 45 (1), pp. 5-11. Date of Electronic Publication: 2023 Jun 05.
DOI:	10.1097/01.NEP.0000000000001144
Abstrakt:	Aim: This study aimed to determine if purposeful presimulation interruption management training impacts cognitive load and successful completion of simulation objectives more than the experience alone. Background: Practicing nurses are frequently interrupted, increasing the risk for error and task time. Novices are particularly vulnerable to interruption consequences. Method: A between-subjects design and block randomization of prelicensure baccalaureate nursing students ( n = 146) was used to compare group differences in cognitive load, use of interruption management strategies, and completion of simulation required elements. Potential relationships between outcomes and age, mindfulness, and experience were explored. Results: An analysis of covariance demonstrated significantly lower perceived mental demand for those receiving training. Older learners and those receiving training implemented more interruption management strategies. Conclusion: Combining simulation-based education (SBE) with purposeful training enhances interruption management more than SBE alone. Frequent interruption training and SBE are recommended to enhance risk awareness. Competing Interests: The authors have declared no conflict of interest. (Copyright © 2023 National League for Nursing.)
Databáze:	MEDLINE
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