The Impact of Training on Teamwork and Simulated Debriefings on Real-Life Cardiopulmonary Arrest Events

Author:

Hunt Tara Mahramus1ORCID,Anderson Mindi2,Vo Mai3,Penoyer Daleen Aragon4

Affiliation:

1. Orlando Health - Orlando Regional Medical Center, FL, USA

2. Orlando Health and University of Central Florida College of Nursing, FL, USA

3. Department of Critical Care Medicine, Orlando Health - Orlando Regional Medical Center, FL, USA

4. Center for Nursing Research and Advanced Nursing Practice, Orlando Health, FL, USA

Abstract

Background Prior to the study, debriefings post-real-life cardiopulmonary arrest at the associated hospital were conducted only 3% of the time. However, debriefings post-cardiopulmonary arrests are recommended by multiple entities to improve team performance. Methods A course on teamwork, education on a structured method of debriefing, and debriefing practice via simulated role-play were provided to resuscitation team members. A prospective, mixed methods study including team member perceptions of debriefings and the number of debriefings conducted post-cardiopulmonary arrests were measured after the intervention. Results Debriefings increased from 3% to 39%. Debriefings were valued by all team members. Themes generated from team members’ comments included improvement, communication, and team function. Conclusions Debriefings post-real-life cardiopulmonary arrest events are feasible in a hospital setting. Teamwork principles training with simulated role-play of debriefing can impact the process of whether debriefings occur and are highly regarded by multidisciplinary team members.

Publisher

SAGE Publications

Subject

Computer Science Applications,General Social Sciences

Reference4 articles.

1. Madireddy S., Rufa E. (2020). Maintaining confidentiality and psychological safety in medical simulation. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2020 Jan. 2020 Oct 27.

2. Schön D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books, Inc.

3. Schön D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

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