Evaluating Videotaped Role-Modeling to Teach Crisis Resource Management Principles

Abstract

IntroductionThis descriptive pilot study compares the effectiveness of the addition of videotaped role-modeling to a traditional method of teaching Crisis Resource Management (CRM) principles and clinical management of pediatric patients with respiratory distress. MethodData were collected from nurse practitioner students (N = 16) to evaluate knowledge, self-efficacy, team behaviors, and technical skills at 3 time-points. All students participated in a Pretest (Time 1) scenario and CRM lecture. Group A (control; n = 8) received no further intervention. Group B (experimental group; n = 8) watched a videotape of experts modeling CRM. All groups completed another scenario (Time 2). Twelve weeks later, each group completed a third scenario (Time 3). Satisfaction was measured at 2 times. ResultsNo differences were noted in knowledge, self-efficacy, or technical skills between the groups at the 3 times. There was a significant difference between the groups on both the Pretest and Posttest 1 on team behaviors. Satisfaction scores showed no differences between the groups. DiscussionOne experience watching a 15-minute role-modeling videotape may not be an effective means of instruction for CRM principles or clinical management of pediatric patients.