Microteaching and Advanced Life Support Simulation: Effects on Student Satisfaction and Teamwork
NCT ID: NCT07119853
Last Updated: 2025-08-17
Study Results
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Basic Information
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COMPLETED
NA
64 participants
INTERVENTIONAL
2025-05-12
2025-05-16
Brief Summary
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
SINGLE
Study Groups
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Control
The following interventions were applied to the control group;
1. Pretest: A 10-question pretest was administered before the theoretical training to assess students' knowledge levels prior to Advanced Life Support training.
2. Theoretical Training: Following the completion of the pretest, participants received "ERC 2021 Adult Advanced Life Support training" in accordance with the European Resuscitation Council 2021 guidelines in two sessions, one before and one after noon. The training duration was 2 hours.
3. Simulation Training: Five days after the theoretical training, students received simulation training.
4. Post-test, student satisfaction and self-confidence evaluation: After the simulation, students took their post-test and filled out data collection forms including the student satisfaction and self-confidence scale and the teamwork scale.
No interventions assigned to this group
Microteaching
In the experimental group, unlike the control group, simulation training was supported by microteaching.
Microteaching: Students in the experimental group watched the "Advanced Life Support Team Dynamics Video." The video was uploaded to the university's education management system, and a student monitoring report was generated, ensuring that all students could watch it.
Microteaching
Students in the experimental group watched the "Advanced Life Support Team Dynamics Video." The video was uploaded to the university's education management system, and a student monitoring report was generated, ensuring that all students could watch it.
Interventions
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Microteaching
Students in the experimental group watched the "Advanced Life Support Team Dynamics Video." The video was uploaded to the university's education management system, and a student monitoring report was generated, ensuring that all students could watch it.
Eligibility Criteria
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Inclusion Criteria
ALL
Yes
Sponsors
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Şehriban Serbest
OTHER
Responsible Party
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Şehriban Serbest
Asst. Prof.
Locations
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Acibadem Universty
Istanbul, , Turkey (Türkiye)
Countries
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References
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Unver V, Basak T, Watts P, Gaioso V, Moss J, Tastan S, Iyigun E, Tosun N. The reliability and validity of three questionnaires: The Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Practices Questionnaire. Contemp Nurse. 2017 Feb;53(1):60-74. doi: 10.1080/10376178.2017.1282319. Epub 2017 Feb 10.
Malec JF, Torsher LC, Dunn WF, Wiegmann DA, Arnold JJ, Brown DA, Phatak V. The mayo high performance teamwork scale: reliability and validity for evaluating key crew resource management skills. Simul Healthc. 2007 Spring;2(1):4-10. doi: 10.1097/SIH.0b013e31802b68ee.
INACSL Standards Committee, Bowler, F., Klein, M. & Wilford, A. (2021, September). Healthcare Simulation Standards of Best PracticeTM Professional Integrity. Clinical Simulation in Nursing, 58, 45-48. https://doi.org/10.1016/j.ecns.2021.08.014.
Provided Documents
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Document Type: Study Protocol, Statistical Analysis Plan, and Informed Consent Form
Other Identifiers
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ATADEK 2025-07/310
Identifier Type: -
Identifier Source: org_study_id
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