Neonatal resuscitation experience curves: simulation based mastery learning booster sessions and skill decay patterns among pediatric residents

2018 ◽  
Vol 46 (8) ◽  
pp. 934-941 ◽  
Author(s):  
Heideh H. Matterson ◽  
Demian Szyld ◽  
Brad R. Green ◽  
Heather B. Howell ◽  
Martin V. Pusic ◽  
...  
Keyword(s):  
Clinical Skills ◽  
Mastery Learning ◽  
Neonatal Resuscitation ◽  
Skill Retention ◽  
Pediatric Residents ◽  
Simulation Based ◽  
Booster Sessions ◽  
Variable Extent ◽  
One Year ◽  
To Receive

Abstract Background Following neonatal resuscitation program (NRP) training, decay in clinical skills can occur. Simulation-based deliberate practice (SBDP) has been shown to maintain NRP skills to a variable extent. Our study objectives were (a) to determine whether a single 30 min simulation-based intervention that incorporates SBDP and mastery learning (ML) can effectively restore skills and prevent skill decay and (b) to compare different timing options. Methods Following NRP certification, pediatric residents were randomly assigned to receive a video-recorded baseline assessment plus SBDP-ML refresher education at between 6 and 9 months (early) or between 9 and 12 months (late). One year following initial certification, participants had repeat skill retention videotaped evaluations. Participants were scored by blinded NRP instructors using validated criteria scoring tools and assigned a global performance rating score (GRS). Results Twenty-seven participants were included. Residents in both early and late groups showed significant skill decay 7 and 10 months after initial NRP. SBDP-ML booster sessions significantly improved participants’ immediate NRP performance scores (p<0.001), which persisted for 2 months, but were again lower 4 months later. Conclusions NRP skills may be boosted to mastery levels after a short SBDP-ML intervention and do not appear to significantly decline after 2 months. Brief booster training could potentially serve as a useful supplement to traditional NRP training for pediatric residents.

scholarly journals Retention of Critical Care Skills After Simulation-Based Mastery Learning

2013 ◽  
Vol 5 (3) ◽  
pp. 458-463 ◽  
Author(s):  
Farzad Moazed ◽  
Elaine R. Cohen ◽  
Nicholas Furiasse ◽  
Benjamin Singer ◽  
Thomas C. Corbridge ◽  
...  
Keyword(s):  
Critical Care ◽  
Patient Care ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Boot Camp ◽  
Skill Retention ◽  
Actual Patient ◽  
Testing Occasion ◽  
Simulation Based

Abstract Background Whether cognitive and patient care skills attained during simulation-based mastery learning (SBML) are retained is largely unknown. Objective We studied retention of intensive care unit (ICU) clinical skills after an SBML boot camp experience. Methods Forty-seven postgraduate year (PGY)-1 residents completed SBML intervention designed to increase procedural, communication, and patient care skills. The intervention included ICU skills such as ventilator and hemodynamic parameter management. Residents were required to meet or exceed a minimum passing score (MPS) on a clinical skills examination before starting actual patient care. Skill retention was assessed in 42 residents who rotated in the medical ICU. Residents received a standardized 15-minute booster teaching session reviewing key concepts during the first week of the rotation. During the fourth week of their rotation, PGY-1 residents completed a clinical skills examination at the bedside of an actual ICU patient. Group mean examination scores and the proportion of subjects who met or exceeded the MPS at each testing occasion were compared. Results Residents scored a mean 90% (SD  =  6.5%) on the simulated skills examination immediately after training. Residents retained skills obtained through SBML as the mean score at bedside follow-up testing was 89% (SD  =  8.9%, P  =  .36). Thirty-seven of 42 (88%) PGY-1 residents met or exceeded the MPS at follow-up. Conclusion SBML leads to substantial retention of critical care knowledge, and patient care skills PGY-1 boot camp is a highly efficient and effective model that can be administered at the beginning of the academic year.

scholarly journals Simulation-based Mastery Improved Nursing Skills in Bsc Nursing Students: A Quasi-experimental Study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Control Group ◽  
Simulation Based ◽  
Quasi Experimental

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

scholarly journals Simulation-based mastery improves nursing skills in BSc nursing students: a quasi-experimental study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Roghayeh Mehdipour –Rabori ◽  
Behnaz Bagherian ◽  
Monirsadat Nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Traditional Training ◽  
Quasi Experimental

Abstract Background Clinical education is an essential part of nursing education. Selected clinical teaching methods influence the quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019. Methods This quasi-experimental study was conducted with two groups (the control and intervention). A hundred and five students were selected by random convenience sampling, and written consent was obtained. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 and descriptive and inferential statistics. Results The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p< 0.05). Furthermore, the Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control. Conclusion These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing a mastery-based learning model.

scholarly journals Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

2020 ◽  
Author(s):  
Roghaye Mehdipour-Rabori ◽  
Behnaz Bagherian ◽  
Monirsadat Nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Traditional Training ◽  
Quasi Experimental

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence the quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This quasi-experimental study was conducted with two groups (the control and intervention). A hundred and five students were selected by random convenience sampling, and written consent was obtained. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 and descriptive and inferential statistics.Results: The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students' performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p<0.05). Furthermore, the Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control.Conclusion: These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing a mastery-based learning model.

scholarly journals Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Traditional Training ◽  
Quasi Experimental

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of the simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This quasi-experimental study was conducted with two groups (the control and intervention). After written consent was received, 105 students were selected by random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21, and descriptive and inferential statistics.Results: The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p<0.05). Furthermore, Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control.Conclusion: These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing mastery-based learning model.

scholarly journals Difficult Delivery and Neonatal Resuscitation: A Novel Simulation for Emergency Medicine Residents

2019 ◽  
Vol 21 (1) ◽  
pp. 102-107
Author(s):  
Jillian Nickerson ◽  
Taryn Webb ◽  
Lorraine Boehm ◽  
Hayley Neher ◽  
Lillian Wong ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Neonatal Resuscitation ◽  
Shoulder Dystocia ◽  
Choice Test ◽  
Post Intervention ◽  
Convenience Sample ◽  
One Year

Introduction: Newborn delivery and resuscitation are rare, but essential, emergency medicine (EM) skills. We evaluated the effect of simulation on EM residents’ knowledge, confidence, and clinical skills in managing shoulder dystocia and neonatal resuscitation. Methods: We developed a novel simulation that integrates a shoulder dystocia with neonatal resuscitation and studied a convenience sample of EM residents. Each 15-minute simulation was run with one learner, a simulated nurse, and a standardized patient in situ in the emergency department. The learner was required to reduce a shoulder dystocia and then perform neonatal resuscitation. We debriefed with plus/delta format, standardized teaching points, and individualized feedback. We assessed knowledge with a nine-question multiple choice test, confidence with five-point Likert scales, and clinical performance using a checklist of critical actions. Residents repeated all measures one year after the simulation. Results: A total of 23 residents completed all measures. At one-year post-intervention, residents scored 15% higher on the knowledge test. All residents increased confidence in managing shoulder dystocia on a five-point Likert scale (1.4 vs 2.8) and 80% increased confidence in performing neonatal resuscitation (1.8 vs 3.0). Mean scores on the checklist of critical actions improved by 19% for shoulder dystocia and by 27% for neonatal resuscitation. Conclusion: Implementing simulation may improve EM residents’ knowledge, confidence, and clinical skills in managing shoulder dystocia and neonatal resuscitation.

Simulation-based mastery learning in medical students: Skill retention at 1-year follow up

2018 ◽  
Vol 41 (5) ◽  
pp. 539-546 ◽  
Author(s):  
Hendrik Friederichs ◽  
Bernhard Marschall ◽  
Anne Weissenstein
Keyword(s):  
Medical Students ◽  
Mastery Learning ◽  
Skill Retention ◽  
Simulation Based

scholarly journals Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Nursing Skills ◽  
Quasi Experimental

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of the simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This study was a quasi-experimental study with two groups (the control and intervention). After receiving written consent, 105 students were selected by random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21descriptive and inferential statistics. Results: The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p<0.05), implying that the simulation-based mastery model of the intervention group was significantly more effective than that of the control. Conclusion: These findings showed that mastery learning strategy improved the clinical skills of undergraduate nursing students. The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

Continuation Therapy with Amitriptyline in Depression

1978 ◽  
Vol 133 (1) ◽  
pp. 28-33 ◽  
Author(s):  
A. Coppen ◽  
K. Ghose ◽  
S. Montgomery ◽  
V. A. Rama Rao ◽  
J. Bailey ◽  
...  
Keyword(s):  
Plasma Concentration ◽  
Plasma Concentrations ◽  
Antidepressant Medication ◽  
Depressive Illness ◽  
Continuation Therapy ◽  
One Year ◽  
To Receive

SummaryThirty-two patients who had responded to amitriptyline (150 mg daily) when suffering from a depressive illness were allocated either to receive placebo or to remain on the same medication for one year.Plasma concentrations of the drug were regularly estimated. There was no correlation between plasma concentration and subsequent residual affective morbidity. In spite of considerable encouragement, three of the patients did not take the prescribed amitriptyline and they all relapsed. Five out of sixteen patients who received placebo relapsed. None of the patients who continued to take amitriptyline relapsed.It is emphasized that the patients studied were selected, inasmuch as they were apparent responders to amitriptyline. It is concluded that this group of patients should continue to be treated with antidepressant medication for eight months after apparent recovery, and care should be taken to ensure the patients' compliance.

Sign in / Sign up

Export Citation Format

Share Document