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Educational needs and training program for rapid response team nurses in hospital settings: A scoping review
Sunhui Choi1, Sung Reul Kim2, Danbi Park3
1Medical Emergency Team, Asan Medical Center, 88 Olympic-ro 43-Gil, Songpa-gu, Seoul 05505, Republic of Korea; College of Nursing, Korea University, 145 Anam-ro, Seongbuk-Gu, Seoul 02841, Republic of Korea.
Introduction:
Rapid response teams (RRTs) are essential for managing patients' deteriorating conditions; however, the specific educational needs of RRT nurses remain underexamined.
Objectives:
The aim of this study was to identify existing educational needs, training programs, and research areas related to RRT nurses in hospital settings.
Methods:
A scoping review was conducted in accordance with the Joanna Briggs Institute methodology and reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Fourteen studies published from 2005 to 2014 in English or Korean languages were identified from PubMed, Embase, Cochrane Library, and CINAHL (EBSCOhost) using the Population-Concept-Context framework. Data were extracted and synthesised through descriptive numerical summaries and thematic analysis. Ethical approval was not required as this review involved analysis of published literature only.
Results:
Educational needs were classified into three domains: knowledge (e.g., pathophysiology, pharmacology, and management of clinical deterioration), skills (e.g., assessment, prioritisation, and decision-making), and personal attributes (e.g., communication and leadership). Training programs predominantly used simulation and team-based learning aligned with the Team Strategies and Tools to Enhance Performance and Patient Safety framework. However, most programs lacked focus on nurses' autonomous roles and nontechnical competencies.
Conclusions:
This scoping review highlights a critical discrepancy between the complex, multifaceted roles of RRT nurses and the technical, skill-based focus of current training programs for diverse team members. Future educational frameworks should shift towards nurse-centred models that integrate high-prevalence clinical scenarios and specialised competencies to more effectively bridge the gap between training and practice.
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