The Effect of Immediate Versus Delayed Debriefing on Basic Life Support Competence In Undergraduate Nursing Students.

The Effect of Hot and Cold Debriefing on BLS Competence and Reflection In Undergraduate Nursing Students.

The goal of this clinical trial is to find out if immediate (hot) or delayed (cold) debriefing is better for undergraduate nursing students during Basic Life Support (BLS) training.

The study aims to:

• Identify the effect of hot versus cold debriefing in BLS training for nursing students.
• Identify which debriefing method students prefer.

Researchers will compare the two debriefing methods. Participants will:

• Be randomly assigned (by flipping a coin) to either hot or cold debriefing.
• Take part in a simulation about Basic Life Support.

Study Overview

• Status: Completed
• Conditions: BLS Competence; Debriefing
• Intervention / Treatment: Behavioral: Cold debriefing; Behavioral: Hot Debriefing

Detailed Description

This RCT aimed to identify the efficacy of cold versus hot debriefing in BLS training for undergraduate nursing students' BLS competence and to assess the impact of hot and cold debriefing nursing students' debriefing experience.

Specific Aims/Hypothesis Specific aim 1: Identify the efficacy of cold versus hot debriefing in BLS training for undergraduate nursing students' BLS competence.

Hypothesis 1a: In both cold and hot debriefing groups, there is a significant difference in the BLS competence of undergraduate nursing students between pre-intervention and post-intervention.

Hypothesis 1b: Undergraduate nursing students who receive cold debriefing will show greater BLS competence than those who receive hot debriefing. Our approach to testing the aim is to conduct an experimental design study.

Specific aim 2: Assess the impact of hot and cold debriefing on undergraduate nursing students' debriefing experience.

Hypothesis 2: Undergraduate nursing students who receive cold debriefing will show greater debriefing experience scores than those who receive hot debriefing.

• Study Type: Interventional
• Enrollment (Actual): 44
• Phase: Not Applicable

Contacts and Locations

Study Locations

• United States
  • Ohio
    • Cincinnati, Ohio, United States, 45221
      • University of Cincinnati College of Nursing

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Junior or senior nursing students (i.e., in their third or fourth year of the BSN degree).

Exclusion Criteria:

• Nursing students who are not junior or senior.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Cold Debriefing; The researcher assigned a cold debriefing (after one-day post-simulation) for undergraduate nursing students in the intervention group.	Behavioral: Cold debriefing; Manipulation (experimental): The researcher assigned a cold debriefing (after one-day post-simulation) for undergraduate nursing students in the intervention group.
Other: Hot Debriefing; The control group received a hot debriefing (immediately after the simulation).	Behavioral: Hot Debriefing; The control group received a hot debriefing (immediately after the simulation).

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Basic Life Support Competence	Competence level was measured via the American Heart Association (2020) Basic Life Support competency checklist, which is a dichotomous rating scale of 0 (not done/done incorrectly) and 1 (done correctly); there was a total of 15 points. The higher the score, the better the outcome.	Immediately after the intervention

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Debriefing Experience Scale	The Debriefing Experience Scale (DES) (Reed, 2012) was developed to assess nursing students debriefing experience. It included 20 elements in total and was split into four subscales: (1) Analyzing Thoughts and Feelings; (2) Learning and Makin Connections; (3) Facilitator Skill in Conducting the Debriefing; and (4) Appropriate Facilitator Guidance (Reed, 2012). A Likert scale ranges from 1 (strongly disagree) to 5 (strongly agree). The minimum score is 20 and the maximum is 100. The higher the score, the better the outcome.	Immediately after the intervention

Collaborators and Investigators

• Sponsor: University of Cincinnati
• Investigators: Principal Investigator: Fahad Alanezi, PhD Candidate, MSc, BSN, University of Cincinnati

Publications and helpful links

General Publications

• Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education, Inc.
• Reed, S. J. (2012). Debriefing experience scale: Development of a tool to evaluate the student learning experience in debriefing. Clinical Simulation in Nursing, 8(6), e211-e217.
• Meguerdichian M, Bajaj K, Ivanhoe R, Lin Y, Sloma A, de Roche A, Altonen B, Bentley S, Cheng A, Walker K. Impact of the PEARLS Healthcare Debriefing cognitive aid on facilitator cognitive load, workload, and debriefing quality: a pilot study. Adv Simul (Lond). 2022 Dec 12;7(1):40. doi: 10.1186/s41077-022-00236-x.
• Ha EH. Effects of hot and cold debriefing in simulation with case-based learning. Jpn J Nurs Sci. 2021 Feb 26:e12410. doi: 10.1111/jjns.12410. Online ahead of print.
• Kessler DO, Cheng A, Mullan PC. Debriefing in the emergency department after clinical events: a practical guide. Ann Emerg Med. 2015 Jun;65(6):690-8. doi: 10.1016/j.annemergmed.2014.10.019. Epub 2014 Nov 15.
• Couper K, Perkins GD. Debriefing after resuscitation. Curr Opin Crit Care. 2013 Jun;19(3):188-94. doi: 10.1097/MCC.0b013e32835f58aa.

Study record dates

Study Major Dates

• Study Start (Actual): August 29, 2023
• Primary Completion (Actual): March 7, 2024
• Study Completion (Actual): March 7, 2024

Study Registration Dates

• First Submitted: September 27, 2024
• First Submitted That Met QC Criteria: September 30, 2024
• First Posted (Actual): October 3, 2024

Study Record Updates

• Last Update Posted (Actual): November 29, 2024
• Last Update Submitted That Met QC Criteria: November 22, 2024
• Last Verified: November 1, 2024

More Information

Terms related to this study

• Keywords: Basic Life Support; Debriefing; Simulation; Undergraduate Nursing Students
• Other Study ID Numbers: 2023-0423

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: YES
• IPD Plan Description: All collected IPD, all IPD that underlie results in a publication
• IPD Sharing Time Frame: Unending
• IPD Sharing Supporting Information Type: STUDY_PROTOCOL; SAP; ICF; ANALYTIC_CODE; CSR

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No
• product manufactured in and exported from the U.S.: No