Role-modeling video prebriefing improves metacognition and ALS performance among novice ward nursesRole Modeling Videos Improve ALS Training for Ward Nurses

BACKGROUND: Effective training in advanced life support (ALS) is crucial for improving ward nurses' ALS performance and patient outcomes during in-hospital cardiac arrest. However, the comparative effects of prebriefing and debriefing strategies in ALS education remain unclear. OBJECTIVE: This study aimed to determine whether differences in prebriefing and debriefing strategies in ALS training result in significant variations in metacognition, self-efficacy, ALS performance, and learning satisfaction among novice ward nurses. METHODS: In this randomized controlled trial, 205 novice ward nurses were assigned to four ALS training groups. Groups 1 and 2 received prebriefing with a role-modeling video, whereas Groups 3 and 4 received prebriefing with self-directed learning. Instructor-led (Groups 1 and 3) or peer-led (Groups 2 and 4) debriefings followed the prebriefing methods. Participants completed baseline and post-intervention assessments that measured metacognition, self-efficacy. ALS performance and learning satisfaction was measured only at the posttest. RESULTS: All groups demonstrated improved self-efficacy following ALS training. However, Groups 1 and 2, who received prebriefing with a role-modeling video, achieved greater gains in both metacognition and self-efficacy than Groups 3 and 4, regardless of the debriefing method. Among all groups, Group 1 showed the highest ALS performance and learning satisfaction, followed by Group 2. CONCLUSION: This study highlights the effectiveness of structured prebriefing using a role-modeling video for enhancing critical ALS competencies among novice ward nurses. These findings provide evidence to inform the design of more effective simulation-based resuscitation training programs in clinical settings.