Interprofessional Advanced Cardiac Life Support Training on Collaborative Skills, Self-Efficacy And Emotion Regulation (IP-ACLS)

June 10, 2019 updated by: Lau Ying, National University of Singapore

Interprofessional Advanced Cardiac Life Support Training on Collaborative Skills, Self-Efficacy And Emotion Regulation: A Prospective Interventional Trial

The aim of this study is to study the effectiveness of interprofessional advanced cardiac life support (IP-ACLS) training in improving collaborative skills, self-efficacy and emotion regulation among fourth-year nursing students using a prospective, open-label, non-randomized controlled design.

The investigators hypothesized that students who participated in the IP-ACLS training are more likely to have better:

  1. collaborative skills
  2. self-efficacy
  3. emotion regulation.

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Detailed Description

A total sample size of 120 fourth year nursing students will be used. Subjective measures and objective measure are used. Principal Investigator or trained part-time undergraduate student research assistants will recruit nursing students in scheduled identical sessions. Informed consent will be obtained after an explanation of the nature, purpose, and potential risks of the study according to the information sheet.

Pre-test was conducted before starting the IP-ACLS training on Day 1; post-test 1 was conducted immediately after the IP-ACLS training on Day 2; post-test 2 was conducted 1 month after the IP-ACLS training before or after their scheduled lecture break. The students were asked to complete the self-report questionnaire in approximately 10-15 min before and after 2-day IP-ACLS workshop and 1 month follow-up.

Assessment of Interprofessional Team Collaboration Scale (AITCS), General Self-Efficacy Scale (GSE) and Emotion Regulation Questionnaire (ERQ) were used to measure collaborative skill, self-efficacy and emotion regulation using self-administration.

The Kolmogorov-Smirnov test was used to check whether the scores followed normal distributions. Independent sample t test was used for normally distributed data, whereas Mann-Whitney U test was used for non-normally distributed data to compare the AITCS, GSE and ERQ scores in two groups.

Study Type

Interventional

Enrollment (Actual)

120

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Singapore
      • Singapore, Singapore, 117597
        • National University of Singapore

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

21 years and older (Adult, Older Adult)

Accepts Healthy Volunteers

Yes

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • National University Singapore 4th year nursing students
  • Participate in the IP-ACLS training in Academic Year 2016/2017 to Academic Year 2018/2019
  • Obtained informed consent

Exclusion Criteria:

  • Serious psychological problems
  • Cannot provide informed consent

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: Non-Randomized
  • Interventional Model: Parallel Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Other: Waitlist
Behavioral: Waitlist
Waitlist group will participate in subsequent IP-ACLS training.
Experimental: IP-ACLS
Behavioral: IP-ACLS

Three senior consultants and 12 trainers conduct 2-day IP-ACLS training.

  1. Pre-class activities: preparation First exposure reading on provider manual and lecturer notes about a new knowledge of ACLS to enhance self-directed learning.
  2. Interactive lecture sessions: 10 topics Interactive lectures (15-20 minutes per topic) introduce a new knowledge, which anchor to their existing knowledge according to ACLS algorithms.
  3. Simulation sessions: 10 sessions Skill sessions (50 minutes per session) used high-fidelity simulation mannequin in a team approach. Students learn through role-playing with different practical scenarios. Experiential learning is focused on hands-on and collaborative strategies for enhancing a deeper learning.
  4. Debriefing: feedback and reflection Trainers provide immediate feedback and discussion throughout the scenarios. Debriefing is focused on the positive aspect and areas for improvement.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Assessment of Interprofessional Team Collaboration Scale (AITCS)
Time Frame: 3 years

It consists of 37 items with 3 subscales including partnership (19 items), cooperation (11 items) and coordination (7 items) (Orchard, King, Bezzina, 2012).

Items incorporated on a five-point Likert scale (with 5 = always, 4 = most of the time, 3 = occasionally, 2 = rarely, and 1 = never) allowing respondents to rate their current feeling about their team and themselves.

The sum score ranged from 37 to 185. The higher the scores obtained, the more collaborative skills had.
3 years
General Self-Efficacy Scale (GSE)
Time Frame: 3 years

This is a 10-item, 4-point unidimensional scale. Items had a response range from 1 (not at all true) to 4 (exactly true) (Schwarzer & Jerusalem, 1995).

The sum scores ranged from 10 to 40. The higher the total score, the more self-efficacious the respondent.
3 years
Emotion Regulation Questionnaire (ERQ)
Time Frame: 3 years

Used to measure emotion regulation which consists of two scales corresponding to two different emotion regulation strategies: cognitive reappraisal (6 items) and expressive suppression (4 items) (Gross & John, 2003).

The 10 items are rated on a 7-point-Likert scale from strongly disagree to strongly agree. The sum score ranged from 10 to 70, participants with higher total score have better emotion regulation.
3 years

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

National University of Singapore

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

October 25, 2016

Primary Completion (Actual)

September 7, 2018

Study Completion (Actual)

September 7, 2018

Study Registration Dates

First Submitted

June 5, 2019

First Submitted That Met QC Criteria

June 6, 2019

First Posted (Actual)

June 7, 2019

Study Record Updates

Last Update Posted (Actual)

June 12, 2019

Last Update Submitted That Met QC Criteria

June 10, 2019

Last Verified

June 1, 2019

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • TEG AY2016/2017

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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