The Effectiveness of a Simulation-Based Resuscitative Curriculum in the Pediatric Operating Room

Effective resuscitative performance requires a mastery of both knowledge and skill for nurses in the Operating Room (OR). Research supports a need to maintain resuscitative competency as a lack of knowledge or confidence in skills can affect outcomes. Pediatric Advanced Life Support (PALS) education occurs only every two years resulting in a gap between training and performance. Studies have demonstrated a loss of knowledge and skill shortly after PALS training, supporting the need for effective teaching methodologies of resuscitation education. The purpose of this evidence-based practice (EBP) project was to answer the compelling question: In pediatric OR nurses responding to critical events, how does simulation based education, compared to current practice, affect nurses\u27 resuscitative knowledge and skills within a three month period? The EBP project frameworks were Rogers Diffusion of Innovation and Benner\u27s Novice to Expert Theory. The educational intervention was comprised of a didactic PALS based curriculum with practice stations supported by practical application of knowledge using high-fidelity simulation of clinical scenarios. The project employed a randomized control design to compare the results of simulation intervention to current code preparedness practice. Knowledge and skill outcomes were measured through the pre-test/post-test method utilizing the PALS written assessment test and skills competency checklist. The Learner Satisfaction and Self-Confidence in Learning instrument measured the intervention participant\u27s self-confidence and satisfaction with resuscitative simulation education. Data were analyzed using independent and paired t tests along with descriptive statistics to determine the degree of project effectiveness. The statistical analysis demonstrated that the educational intervention had significantly increased the intervention participants\u27 resuscitative knowlege, skill and confidence. Positive results support a change in educational practice incorporating simulation as an element of resuscitative training