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Keywords

acute deterioration, nursing student, sepsis, simulation, situational awareness, time to task

 

Authors

  1. White, Anne PhD, RN, CNE
  2. Maguire, Mary Beth R. DSN, RN, CNE, CHSE
  3. Brannan, Jane EdD, RN, CNE
  4. Brown, Austin PhD

Abstract

Background and Purpose: Prelicensure nursing students lack the situational awareness to promote timely intervention with a patient in septic shock. This study evaluated a multifaceted educational project that determined the impact on nursing students' knowledge retention and time to task (TTT).

 

Methods: A quasi-experimental, repeated-measures design was used to evaluate students' knowledge retention and TTT. Eighty-four prelicensure nursing students participated in groups of 4 students to participate in a high-fidelity simulation.

 

Results: Results show knowledge retention was significant between the pretest scores and 2 repeated assessment scores. The repeated-measures analysis of variance time effect P value was .02. The overall TTT group response suggested most (64/84, 76%) students responded within 5 minutes of patient deterioration.

 

Conclusions: A multifaceted approach was effective to influence knowledge of septic shock over time and demonstrate students' ability to intervene with a septic shock patient in a timely manner.