NOTE: This is an executive summary template and guide. Delete all directions in yellow highlights as you build your manuscript.

Please use the following headings for the abstract. The abstract should be brief, 150-200 words.

Background:

Problem:

Methods:

Intervention:

Results:

Conclusions:

Keywords: [Click here to add keywords.]

[Directions – In NR709- a dedication provides the author with the opportunity to thank people who may have special meaning in the author’s life. For example – you may want to thank your spouse or a specific family member for their support during your doctoral education. The dedication should be concise and convey your appreciation for these individuals while you were a Doctor of Nursing Practice student.]

[Directions –In NR709– the acknowledgment page is reserved for the author to acknowledge the important role specific professionals have made toward the successful completion of the project, for example, your course faculty, your preceptor, stakeholders, and members of your DNP practicum course faculty.

Table of Contents Abstract……………………………………………………………………………………….2 Dedication…………………………………………………………………………………….3 Acknowledgment……………………………………………………………………………..4 Introduction…………………………………………………………………………………..6 Problem……………………………………………………………………………………….6 Project Aim and Supporting Objectives………………………………………………………7 Practice Question………………………………………………………………………………7 Evidence-Based Intervention with Research Synthesis………………………………………7 Methodology………………………………………………………………………………….8 Organizational Setting……………………………………………………………………..8 Population Description…………………………………………………………………….8 Theoretical Model and Project Management……………………………………………..9 Plans for Sustainability……………………………………………………………………9 Anticipated Outcomes……………………………………………………………………10 Barriers, Facilitators, Ethical Considerations (NR 705)…………………………………….11 Data Collection and Analysis Plan (NR 705)………………………………………………11 Required Resources and Proposed Budget (NR 705)……………………………………….12 Results (NR 709……………………………………………………………………………..12 Conclusions (709)……………………………………………………………………………13 Clinical Relevance (709)…………………………………………………………………….13 References……………………………………………………………………………………15 Appendices, Tables, and Figures…………………………………………………………….16 Appendix A Johns Hopkins Individual Evidence Summary Table………………………….16 Appendix B………………………………………………………………………………….21 Appendix C………………………………………………………………………………….22 Appendix D………………………………………………………………………………….23 Appendix E………………………………………………………………………………….24 Tables………………………………………………………………………………………..25 Figures……………………………………………………………………………………….27

Introduction and Background

The use of simulation to train health professionals is increasingly popular globally. The increased preference and use of simulation in clinical learning are linked to exponential advancement in technology and simulation's sophistication over the last three decades (Keswani et al., 2020). Additionally, the realization that clinical education needs to incorporate and adopt both new opportunities of learning and technology has significantly contributed to the increased usage of simulation in learning. Today, clinical simulation is considered a critical nursing intervention for offering hands-on experience for skill and knowledge development in circumstances that significantly resemble real-life events and to boost confidence and learning perception on basic life support in the labor and delivery field. Learning through simulation is effective in establishing a favorable learning environment where healthcare professionals can enhance their skills in critical procedures like midwifery, with minimal risk of costly errors and instant feedback. Through simulation, nursing students improve their psychomotor and cognitive skills, including reflection and decision-making. Studies report that students find simulation learning enjoyable and more engaging, and it boosts their confidence in medical practice (Barteit et al., 2021). Simulation learning helps healthcare professionals to develop increased competence and be more prepared before placement into their varied medical fields, including Labor and Delivery Arena. Although simulation learning has been popular in the last three decades and has demonstrated substantial effectiveness in boosting knowledge and skills among health professionals, many caregivers express negative perceptions of simulation learning.

  Additionally, many nursing students demonstrate low confidence in performing basic life support in the delivery and labor arena. The number of available simulation teaching tools has increased alongside technological advancement. These educational tools now range from simple stationary models to highly improved mankins that can virginally give birth, experience shoulder dystocia, and even have a postpartum hemorrhage (Cheskes et al., 2020). However, there is insufficient evidence about the impact of simulation learning in improving the perception of learning and confidence in the performance of basic life support in the labor and delivery field. This is a critical interest to better understand the exact impact of the learning on the students' confidence to approach their work. The simulator tools incorporate different related scenarios about childbirth, including virginal examination and management in the third phase. Due to this, the evaluation of simulation technology and its impact on nursing students is now a priority. This DNP project assesses how simulator teaching helps learners in labor and delivery and improves confidence and competence in their work.  

Practice Question

The practice question below serves as the ground for this DNP project. For labor and delivery nurses, what is the impact of the implementation of simulation compared to current practice on the perception of learning and confidence with AHA Basic Life Support in 8-10 weeks?

Problem

In the labor unit, cardiac arrest incidences are not prevalent; however, the problem can have severe consequences for mothers, fetuses, and nurses who provide care. Using simulation helps to improve the performance of basic life support, including early defibrillation, in accordance with American Heart Association (AHA) guidelines. Simulations provide purposeful practice of all or a portion of skills in cardiology (Al-Khatib et al., 2018). Timely defibrillation is part of the basic life support training widely used in healthcare settings. Hundreds of thousands of patients require defibrillation to treat life-threatening arrhythmias, and there is a need to increase the perception of confidence in nurses to improve basic life support techniques (Cheskes et al., 2020). Simulation training is an acceptable method of training and shows promise to improve staff-perceived confidence in managing emergencies in healthcare settings (Mitchell et al., 2020). The frequency of cardiac arrest episodes varies depending on the institution, which poses specific issues in terms of care due to differences in the responding team's makeup, comfort level, and expertise with procuring and using arrest equipment. In simulation-based training, the student is immersed in a situation that has been crafted realistically inside a physical setting (Mitchell et al., 2020). Simulation can accommodate a range of learners, from novices to experts. Beginners can gain confidence and "muscle memory" for tasks that then allow them to focus on the more demanding parts of care. Experts can better master the constantly growing array of new technologies without putting the first groups of patients at undue risk. At this practice site, some complex diseases and emergencies simply do not present enough opportunities for practice, even to established clinicians.

Project Aim and Supporting Objectives

The purpose of the proposed DNP case study project is to improve the perception of learning and confidence in AHA basic life support in the Labor and Delivery Arena by using simulation. The supporting objectives for the project include the following;

a. Preparing healthcare professionals and improving their skills and knowledge in performing basic life support.

b. The project will establish the effectiveness of stimulation in improving health professionals' competence in handling life support in labor units.

c. Improving the perception of learning and confidence in the use of BLS techniques

d. Implementing simulated seniors on BLS techniques as one of the process indicator

Evidence-Based Intervention

State the name and brief description of the evidence-based intervention and identify the national organization or government agency that endorses the intervention, if applicable.

Evidence Synthesis

Start the synthesis section telling readers this is an evidence synthesis of the research supporting the intervention (state the intervention and cite the research articles). State the number of articles in the synthesis that support the intervention (10 peer-reviewed research articles published in the last 5 years are required). In a brief summary statement, provide the numbers of research articles that are level I, II, and III and give a summary of the quality of the research articles (cite the research articles for each category).

Main Themes in the Research

[An example of themes would be if the researchers discuss an important aspect of the intervention in the research results for diet and exercise in reducing obesity in age children. In the results or discussion section of the articles, the researchers talk about school and family support being integral to the success of the intervention. Some other research articles about the same intervention might mention culturally accepted foods boosted the success of diet behavior changes. These are two themes in this example.]

Name of First Theme to Discuss . Begin this paragraph right after the and discuss the first theme here and cite the articles where this theme is found. State how this teme is related to the success of the intervention.

Name of Second Theme to Discuss. Begin this paragraph right after the and discuss the second theme here and cite the articles where this theme is found. State how this teme is related to the success of the intervention.

Name of Third Theme to Discuss. Begin this paragraph right after the and discuss the third theme here and cite the articles where this theme is found. State how this teme is related to the success of the intervention.

Contrasting Elements in the Research

Explain the differences in the research articles. Contrasting points in the research can be different inclusion and exclusion criteria, different populations, different study timeframes, and different aspects or elements considered or controlled.

Research Support for the Evidence-Based Intervention

Present an objective summary statement supporting the evidence-based intervention. In this section, summarize your research support for your intervention. Summarize the number of articles and levels of evidence in which the research results demonstrate the intervention is effective in changing your outcome and/or the practice problem. Think of this section as similar to the closing arguments in a trial. In the closing arguments, the lawyers summarize the main points they want the jurors to remember. In this section, discuss the strong and compelling evidence supporting your intervention!

Evidence-Based Intervention Implementation

Provide an in-depth and exact explanation of the evidence-based intervention you will implement. Include the details similar to those in a cooking recipe so that someone else can follow your detailed description to implement their project exactly as you have described here. Use the research articles to create a detailed discussion describing each step in the intervention implementation. Describe in detail how each participant will engage with the intervention from beginning to the end of the intervention. The evidence-based intervention implementation is the foundation for your project and will drive improved outcomes. So be specific here and be clear on the details. Please discuss who will implement the intervention, who will receive the intervention, when, where, and how.

Please write an introductory statement that includes the parts of this section that will be reviewed . Refer to the assignment guidelines and rubric for the exact content required in this section.

Refer to the assignment guidelines and rubric for the exact content required in this section.

Refer to the assignment guidelines and rubric for the exact content required in this section.

Refer to the assignment guidelines and rubric for the exact content required in this section. According to the APA manual section 4.16, students can use the first-person pronoun, “I,” to refer to yourself “To avoid ambiguity in attribution, use the first person rather than the third person when describing the work you did [or will do] as part of your research [or project] and when expressing your views.”

Refer to the assignment guidelines and rubric for the exact content required in this section.

Refer to the assignment guidelines and rubric for the exact content required in this section.

Refer to the assignment guidelines and rubric for the exact content required in this section.

Refer to the assignment guidelines and rubric for the exact content required in this section. According to the APA manual section 4.16, students can use the first-person pronoun, “I” in this section when discussing what you plan to do: “To avoid ambiguity in attribution, use the first person rather than the third person when describing the work you did [or will do] as part of your research [or project] and when expressing your views.”

Refer to the assignment guidelines and rubric for the exact content required in this section. Explain the resources needed for successful project implementation (conference room, supplies, project information, handouts, etc.). Refer your reader(s) to your budget table in the Appendices. If there is an expense, there must be an associated revenue source. For example, if staff training is required, the staff training hours will be paid by the practicum site. The proposed budget for the project should be balanced.

Refer to the assignment guidelines and rubric for the exact content required in this section. Conclusions indicate what is known regarding nursing practice when your results and results from prior literature are considered together. Conclusions should relate directly to your purpose and practice question. You can discuss your thoughts on what may have affected the results. If your results are similar to those found in previous studies, you may state that. However, if your results are completely different and/or contradict previous studies, you should let the reader know that these results cannot be used beyond the project population and setting.

Refer to the assignment guidelines and rubric for the exact content required to be in this section. Conclusions should relate directly to your purpose and project question. They are generalizations that loop back to the existing literature on your topic. For each conclusion you make, cite the sources that support or contradict your findings. The conclusion should represent the contribution your practice project has made to the body of scientific knowledge on this topic and relate this to the significance of the project, which is always, in some way, to improve nursing practice. Conclusions indicate what is now known regarding nursing practice when your results and results from prior literature are considered together.

3-4WORDS OF TITLE ALL CAPS

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Al-Khatib, S. M., Stevenson, W. G., Ackerman, M. J., Bryant, W. J., Callans, D. J., Curtis, A. B., … & Page, R. L. (2018). 2017 AHA/ACC/HRS guideline for management of patients with ventricular arrhythmias and the prevention of sudden cardiac death: a report of the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines and the Heart Rhythm Society. Journal of the American College of Cardiology, 72(14), e91-e220.

Barteit, S., Lanfermann, L., Bärnighausen, T., Neuhann, F., & Beiersmann, C. (2021). Augmented, mixed, and virtual reality-based head-mounted devices for medical education: Systematic review.  JMIR serious games,  9(3), e29080.

Chamberlain, J. (2017). The impact of simulation prebriefing on perceptions of overall effectiveness, learning, and self-confidence in nursing students. Nursing Education Perspectives, 38(3), 119-125.

Cheskes, S., McLeod, S. L., Nolan, M., Snobelen, P., Vaillancourt, C., Brooks, S. C., … & Drennan, I. R. (2020). Improving access to automated external defibrillators in rural and remote settings: a drone delivery feasibility study. Journal of the American Heart Association, 9(14), e016687.

Keswani, R. N., Sethi, A., Repici, A., Messmann, H., & Chiu, P. W. (2020). How to maximize trainee education during the coronavirus disease-2019 pandemic: perspective