DOI
https://doi.org/10.25772/WCN4-V660
Defense Date
2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Health Related Sciences
First Advisor
Brenda Wands
Second Advisor
Jiale Hu
Third Advisor
Sarah Marrs
Fourth Advisor
David Giardinelli-O'Connor
Abstract
Medical errors were identified as a leading cause of adverse patient outcomes within the United States, which included increased morbidity and mortality (Atanasov et al., 2020; Doumouras et al., 2012). A deficiency in non-technical skills (NTS) contributed to roughly 70%–80% of medical errors (White, 2012). The use of NTS combined with technical skills among anesthesia professionals is necessary for safe and effective anesthesia management (Gjeraa et al., 2016; Jirativanont et al., 2017). Early incorporation of NTS training should be considered for nurse anesthesia education. There are various methods for debriefing in simulation-based training (SBT). Additional research is needed to determine the effectiveness of debriefing methods among graduate students and health care practitioners (Lee et al., 2020).
The purpose of this study was to evaluate the feasibility of a structured, combined debriefing method (student self-led debriefing (SSD) combined with traditional instructor-led debriefing (ILD) [SSD + ILD]) compared to a traditional ILD on non-technical skills (NTS) in SBT. The educational intervention pilot study also assessed the relationship between student registered nurse anesthetists (SRNAs) and NTS performance in a simulated operating room (OR) environment. The educational intervention pilot study was a quasi-experimental pretest-posttest design guided by Kolb's Experiential Learning Theory. The primary finding demonstrated that this research design is feasible and repeatable on a larger-scale study and has implications for theory, education, clinical practice, and research.
Rights
© Renee George
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-8-2023