2.50
Hdl Handle:
http://hdl.handle.net/10755/308526
Category:
Abstract
Type:
Presentation
Title:
Building Professional Confidence and Quality Competence
Author(s):
Staykova, Milena P.; Everidge, Jennifer R.; Wilson, Roxanne S.; Bailey, Carol M.; Stewart, Deidira X; Sharp, Melody F.; Jones, Glenda K.; Carhart Elliot, Elliot D.; Cromer, Mark A.; Lyon, Carolyn W.
Lead Author STTI Affiliation:
Tau Phi
Author Details:
Milena P. Staykova, EdD, APRN, FNP-BC, mpstaykova@jchs.edu;Jennifer R. Everidge, MS, RN; Roxanne S. Wilson, BSN, RN; Carol M. Bailey, MSN, RN; Deidira X Stewart, MSN, RN; Melody F. Sharp, DNP, RN; Glenda K. Jones, MSN, RN; Elliot D. Carhart Elliot, EdD,; Mark A. Cromer, MS; Carolyn W. Lyon, MSN, RN
Abstract:

Session presented on: Tuesday, November 19, 2013

Abstract: New graduate nurses entering professional practice are expected to demonstrate basic proficiency during cardio pulmonary resuscitation (CPR)/Basic Life Support (BLS) events in community or clinical settings. Academic curriculum often doesn’t include CPR/BLS training leaving students to take courses through external providers which may become a challenge to building professional confidence and quality competence in diverse healthcare settings. Studies show that after initial certification, the retention of the CPR/BLS skills requires reinforcement; otherwise, a deterioration of skills is observed (Hamilton, 2005). Furthermore, in stressful situations healthcare professionals have deviated from standards or demonstrated lack of proficiency performing CPR/BLS (Martin, 2005). This study evaluated nursing and paramedic students’ self-perception of the effects of interprofessional (IP) simulation activities on students’ knowledge retention and ability to perform CPR/BLS. Method: This IRB approved descriptive study was based on triangulation including: interaction among students from two programs, individual observation by certified faculty of the implementation of the new 2011 AHA guidelines, and pre-and-post collaborative-activities survey. Sample: 36 nursing and 20 paramedic students. A survey, including a questionnaire and a 10-point visual analog response-scale, collected data. Results: The nursing students started with lower self-perception (µ=6.93, SD=2.40) compared to the paramedic students (µ=9.37, SD=0.96) whose curriculum included CPR/BLS training. After simulation activities, nursing students’ self-perception significantly increased (µ=8.90, SD=1.60) with a 1.97 difference. For the paramedic students, the self –perception showed only a slight increase (µ=9.74, SD=0.63) with a 0.37 difference. The t(35=1.2587E-55) for the nursing students with a p <0.01 led to rejection of the null hypothesis. Conclusions: The nursing students’ knowledge retention and ability to perform CPR/BLS increased after interprofessional learning activities as shown in the post-test. Nurse-education leadership should consider integration of simulation activities to bridge academic and practical competencies and increase nurses’ confidence in’ knowledge retention and ability to perform CPR/BLS.
Keywords:
CPR/BLS nursing and paramedic knowledge and skills,; quality competence; Interprofessional confidence,
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleBuilding Professional Confidence and Quality Competenceen_GB
dc.contributor.authorStaykova, Milena P.en_GB
dc.contributor.authorEveridge, Jennifer R.en_GB
dc.contributor.authorWilson, Roxanne S.en_GB
dc.contributor.authorBailey, Carol M.en_GB
dc.contributor.authorStewart, Deidira Xen_GB
dc.contributor.authorSharp, Melody F.en_GB
dc.contributor.authorJones, Glenda K.en_GB
dc.contributor.authorCarhart Elliot, Elliot D.en_GB
dc.contributor.authorCromer, Mark A.en_GB
dc.contributor.authorLyon, Carolyn W.en_GB
dc.contributor.departmentTau Phien_GB
dc.author.detailsMilena P. Staykova, EdD, APRN, FNP-BC, mpstaykova@jchs.edu;Jennifer R. Everidge, MS, RN; Roxanne S. Wilson, BSN, RN; Carol M. Bailey, MSN, RN; Deidira X Stewart, MSN, RN; Melody F. Sharp, DNP, RN; Glenda K. Jones, MSN, RN; Elliot D. Carhart Elliot, EdD,; Mark A. Cromer, MS; Carolyn W. Lyon, MSN, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308526-
dc.description.abstract<p>Session presented on: Tuesday, November 19, 2013</p><b>Abstract:</b> New graduate nurses entering professional practice are expected to demonstrate basic proficiency during cardio pulmonary resuscitation (CPR)/Basic Life Support (BLS) events in community or clinical settings. Academic curriculum often doesn’t include CPR/BLS training leaving students to take courses through external providers which may become a challenge to building professional confidence and quality competence in diverse healthcare settings. Studies show that after initial certification, the retention of the CPR/BLS skills requires reinforcement; otherwise, a deterioration of skills is observed (Hamilton, 2005). Furthermore, in stressful situations healthcare professionals have deviated from standards or demonstrated lack of proficiency performing CPR/BLS (Martin, 2005). This study evaluated nursing and paramedic students’ self-perception of the effects of interprofessional (IP) simulation activities on students’ knowledge retention and ability to perform CPR/BLS. <b>Method</b>: This IRB approved descriptive study was based on triangulation including: interaction among students from two programs, individual observation by certified faculty of the implementation of the new 2011 AHA guidelines, and pre-and-post collaborative-activities survey. <b>Sample:</b> 36 nursing and 20 paramedic students. A survey, including a questionnaire and a 10-point visual analog response-scale, collected data. <b>Results</b>: The nursing students started with lower self-perception (µ=6.93, SD=2.40) compared to the paramedic students (µ=9.37, SD=0.96) whose curriculum included CPR/BLS training. After simulation activities, nursing students’ self-perception significantly increased (µ=8.90, SD=1.60) with a 1.97 difference. For the paramedic students, the self –perception showed only a slight increase (µ=9.74, SD=0.63) with a 0.37 difference. The t(35=1.2587E-55) for the nursing students with a p <0.01 led to rejection of the null hypothesis. <b>Conclusions: </b>The nursing students’ knowledge retention and ability to perform CPR/BLS increased after interprofessional learning activities as shown in the post-test. Nurse-education leadership should consider integration of simulation activities to bridge academic and practical competencies and increase nurses’ confidence in’ knowledge retention and ability to perform CPR/BLS.en_GB
dc.subjectCPR/BLS nursing and paramedic knowledge and skills,en_GB
dc.subjectquality competenceen_GB
dc.subjectInterprofessional confidence,en_GB
dc.date.available2013-12-19T17:32:30Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:32:30Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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