Effectiveness of Different Educational Strategies on the KAP, Psychological and Clinical Outcomes
NCT ID: NCT02838160
Last Updated: 2016-07-20
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
160 participants
INTERVENTIONAL
2011-10-31
2015-06-30
Brief Summary
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The first aim of the study was to evaluate the effectiveness of the three competing interventions on the critical care nurses' knowledge of, attitudes toward and adherence to 17 ventilator bundle components; the second aim was to determine the effectiveness of adherence to 17 ventilator bundle components with pre-defined ventilator bundle on the psychological factors of critical care nurses including nurses' stressors in intensive care unit (ICU), perceived stress, trait and state anxieties; the third aim was to evaluate their impact on the clinical outcomes; and the fourth aim was comparing KAP and psychological factors with clinical outcomes.
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Detailed Description
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Consecutive adult patients (age ≥18 years) who were admitted to the mixed medical-surgical ICUs (\>72 hours) and received invasive ventilation (\>48 hours) were enrolled and monitored daily for the development of ventilator-associate pneumonia (VAP) until ICU discharge or death. Patients with any limitation of code status were excluded from the study. Convenience sample of critical care nurses were recruited through letters and telephone and face-to-face invitations. Inclusion criteria were holding a degree qualification as a registered nurse and being a direct care provider (bedside). Nurses with less than one year experience in critical care unit or working less than whole study period were excluded. An investigator at each participating medical center was responsible for initial screening and enrollment.
The sample size was determined through power analysis, which revealed that a sample size of 40 participants was required to detect a 20% difference between VAP rates in each group (α = 0.05, 1-β = 0.9; dropout = 20%). The estimation of the effect size based on a previous VAP surveillance, conducted from March 2010 to December 2010 (unpublished data).
Included nurses were randomly assigned to control or one of the three competing intervention group (allocation ratio of 1:4). Randomization was accomplished using Random Allocation Software© (RAS; Informer Technologies, Inc.). Block randomization was performed by a computer-generated randomization list prepared by blinded biostatistician who had no clinical involvement in the trial. All nurses, data collectors, and statistician were blinded to group assignment.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
PREVENTION
QUADRUPLE
Study Groups
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booklet Group
Routine Care
After baseline measurement, Group 1 did not receive any intervention or education.
Routine care Plus the designed booklet
Group 2 received only the designed booklet without any participation in the oral presentation.
Oral presentations group
Routine Care
After baseline measurement, Group 1 did not receive any intervention or education.
Routine care Plus the designed booklet
Group 2 received only the designed booklet without any participation in the oral presentation.
Routine care Plus the designed booklet Plus participation in oral presentations
Group 3 participated in oral presentations 14 days after completing self-study booklet. Interactive, standardized and mandatory oral presentations were held five times to ensure maximum attendance of the three nursing shifts.
Clinical teaching in bedside Group
Routine Care
After baseline measurement, Group 1 did not receive any intervention or education.
Routine care Plus the designed booklet
Group 2 received only the designed booklet without any participation in the oral presentation.
Routine care Plus the designed booklet Plus participation in oral presentations
Group 3 participated in oral presentations 14 days after completing self-study booklet. Interactive, standardized and mandatory oral presentations were held five times to ensure maximum attendance of the three nursing shifts.
Routine care Plus the designed booklet Plus participation in oral presentations Plus clinical teaching in bedside
The Group 4 received clinical teaching in bedside after completing self-study booklet and a series of interactive, standardized and mandatory 90-120-minute oral presentations.
Interventions
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Routine Care
After baseline measurement, Group 1 did not receive any intervention or education.
Routine care Plus the designed booklet
Group 2 received only the designed booklet without any participation in the oral presentation.
Routine care Plus the designed booklet Plus participation in oral presentations
Group 3 participated in oral presentations 14 days after completing self-study booklet. Interactive, standardized and mandatory oral presentations were held five times to ensure maximum attendance of the three nursing shifts.
Routine care Plus the designed booklet Plus participation in oral presentations Plus clinical teaching in bedside
The Group 4 received clinical teaching in bedside after completing self-study booklet and a series of interactive, standardized and mandatory 90-120-minute oral presentations.
Eligibility Criteria
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Inclusion Criteria
* being a direct care provider (bedside)
Exclusion Criteria
* working less than whole study period were excluded
18 Years
ALL
No
Sponsors
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Shahid Beheshti University
OTHER
Tehran University of Medical Sciences
OTHER
Baqiyatallah Medical Sciences University
OTHER
Responsible Party
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Amir Vahedian-Azimi
Post doc, PhD, RN
Principal Investigators
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Amir Vahedian-azimi, Postdoc
Role: PRINCIPAL_INVESTIGATOR
Baqiyatallah Universiy of Medical Sciences
Other Identifiers
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VAP BMSU
Identifier Type: -
Identifier Source: org_study_id
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