Interprofessional Advanced Cardiac Life Support Training on Collaborative Skills, Self-Efficacy And Emotion Regulation
NCT ID: NCT03979092
Last Updated: 2019-06-12
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
120 participants
INTERVENTIONAL
2016-10-25
2018-09-07
Brief Summary
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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.
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Detailed Description
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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.
Conditions
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Study Design
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NON_RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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IP-ACLS
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.
Waitlist
Waitlist
Waitlist group will participate in subsequent IP-ACLS training.
Interventions
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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.
Waitlist
Waitlist group will participate in subsequent IP-ACLS training.
Eligibility Criteria
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Inclusion Criteria
* Participate in the IP-ACLS training in Academic Year 2016/2017 to Academic Year 2018/2019
* Obtained informed consent
Exclusion Criteria
* Cannot provide informed consent
21 Years
ALL
Yes
Sponsors
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National University of Singapore
OTHER
Responsible Party
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Lau Ying
Assistant Professor
Locations
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National University of Singapore
Singapore, , Singapore
Countries
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References
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Orchard CA, King GA, Khalili H, Bezzina MB. Assessment of Interprofessional Team Collaboration Scale (AITCS): development and testing of the instrument. J Contin Educ Health Prof. 2012 Winter;32(1):58-67. doi: 10.1002/chp.21123.
Schwarzer R, Jerusalem M. General Self-Efficacy scale. In: Weinman J, Wright S, Johnston M, eds. Measures in health psychology: A user's portfolio. Windsor, UK: NFER-NELSON; 1995:35 - 37
Gross JJ, John OP. Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. J Pers Soc Psychol. 2003 Aug;85(2):348-62. doi: 10.1037/0022-3514.85.2.348.
Other Identifiers
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TEG AY2016/2017
Identifier Type: -
Identifier Source: org_study_id
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