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Remembering to Resume: A Randomized Trial Comparing Combined Interruption Management Training and Simulation-Based
Peggy P Hill1, Desiree A Díaz, Mindi Anderson
1About the Authors The authors are faculty at the University of Central Florida, Orlando, Florida. Peggy P. Hill, PhD, RN, CHSE, is an assistant professor and simulation facilitator. Desiree A. Díaz, PhD, FNP-BC, CNE, CHSE-A, ANEF, FSSH, FAAN, professor and undergraduate simulation coordinator, is president-elect for the International Nursing Association of Clinical Simulation and Learning. Mindi Anderson, PhD, APRN, CPNP-PC, CNE, CHSE-A, ANEF, FAAN, is professor, interim associate dean for simulation and immersive learning, and director, Healthcare Simulation Graduate Program. Steven Talbert, PhD, RN, is director, Nursing PhD Program, and a clinical assistant professor. Crystal Maraj, PhD, is an assistant professor, Institute for Simulation and Training (IST) at the University of Central Florida. This project was funded by the 2021 SouthernNursing Research Society/National League for Nursing Doctoral Research Grant Award; a version is included in Dr. Hill's dissertation. The authors are grateful to Dr. Erica Hoyt for her assistance as a simulation facilitator during this study. In addition, the dedication of simulation center staff, especially Syretta Spears and Christina Grosso, is greatly appreciated. For more information, contact Dr. Hill at Peggy.Hill@UCF.edu .
Purposeful interruption management training significantly reduces cognitive load for nursing students during simulations. This training, combined with simulation-based education, enhances interruption management skills, crucial for patient safety.
Area of Science:
- Nursing Education
- Healthcare Simulation
- Cognitive Psychology
Background:
- Practicing nurses face frequent interruptions, increasing error risk and task duration.
- Novice nurses are especially susceptible to the negative impacts of interruptions.
Purpose of the Study:
- To evaluate the effect of presimulation interruption management training on cognitive load.
- To assess the impact of this training on successful completion of simulation objectives.
- To compare training effectiveness against experience alone.
Main Methods:
- A between-subjects design with block randomization was employed.
- 146 prelicensure baccalaureate nursing students participated.
- Cognitive load, interruption management strategies, and simulation completion were measured.
Main Results:
- Training significantly reduced perceived mental demand (cognitive load).
- Participants receiving training implemented more interruption management strategies.
- Older learners and those receiving training showed improved strategy use.
Conclusions:
- Simulation-based education (SBE) combined with interruption management training improves skill acquisition.
- Purposeful interruption training enhances interruption management beyond SBE alone.
- Frequent interruption training is recommended to increase risk awareness in nursing education.
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