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Making simulation training stick with rapid cycle deliberate practice

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Making simulation training stick with rapid cycle deliberate practice

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Making simulation training stick with rapid cycle deliberate practice

  1. 1. ALERT Presentation: Making simulation training stick with rapid cycle deliberate practice: Does interleaved various scenarios versus single progressive scenario improve long term retention of pediatric resuscitation skills? Melissa Powell, RN, BSN, MHPE, CHSE Johns Hopkins All Children’s Hospital INSPIRE @ IMSH 2017 – Orlando, FL, USA International Network for Simulation-based Pediatric Innovation, Research and Education
  2. 2. • Skills decay rapidly after training in as little as 3- 6 months. Recommended low dose high frequency training, recognizing that bi-annual training is not enough for maintenance of skills. • We practice 1-2 times a year. • “Rapid Cycle Deliberate Practice” (RCDP) is also Simulation Based Mastery Learning (SBML) in that learners do not end the learning session until they have met the mastery standard for resuscitation performance. Barsuk (2010) was able to get retention to one year with SBML. • Original research by Cepeda, Pashler, Vul, Wixted, & Rohrer in 2006 showed that interleaving of skills practice increases learning and retention. This simulation research proposes to study retention rates between 2 cohorts of nursing staff. One cohort will receive a session using interleaving. Learners will rapidly change between various scenarios receiving RCDP intra- coaching, stopping and restarting. The second cohort will receive single progressive scenario simulations using RCDP intra- coaching, stopping and restarting. International Network for Simulation-based Pediatric Innovation, Research and Education Background
  3. 3. • Population: Pediatric nurse teams from an academic medical center. 2 separate cohorts. • Intervention: RCDP with interleaving of different skills and different scenarios • Control/Comparison: RCDP with Progressive single scenario • Outcome(s): % of team participants retaining at 100% of all 3 skill bundles for up to 12 monthsInternational Network for Simulation-based Pediatric Innovation, Research and Education PICO / Research Question
  4. 4. • Longitudinal prospective cohort (team) study. Post- test and retest study. Skills will be retested at 12 months and compared to post test results to test for skill retention. Specific skill achievements for performance assessment of nurses managing a simulated cardiopulmonary arrest will be by accurately and safely: (1) initiation of compressions and ventilations within 1 minute of cardiopulmonary arrest and (2) defibrillating within 2 min of recognition of ventricular fibrillation on defibrillator monitor and (3) administering a dose of epinephrine within 3 minutes of recognition of asystole on defibrillator monitor. International Network for Simulation-based Pediatric Innovation, Research and Education Approach / Design
  5. 5. • ALERT Presentation January 2017 • IRB Submission February 2017 • Begin recruitment / Data Collection April 2017 – April 2018 • Data collection and analysis April 2018 – June 2018 • Abstract Presentation July 2018 • Manuscript Preparation September 2018 International Network for Simulation-based Pediatric Innovation, Research and Education Timeline
  6. 6. 1. I train 4-6 at a time – How do I describe this type of study? Testing is of team? 2. Some may participate in additional mock codes – should they be excluded? 3. What are the issues? International Network for Simulation-based Pediatric Innovation, Research and Education 3 questions to improve study
  7. 7. At INSPIRE @ IMSH 2017: Receive targeted feedback In 2 months: Submit for IRB approval. International Network for Simulation-based Pediatric Innovation, Research and Education Goals to accomplish
  8. 8. Melissa Powell Johns Hopkins All Children’s Hospital Mpowel41@jhmi.edu 931-993-6959 International Network for Simulation-based Pediatric Innovation, Research and Education Contact Information

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