Comparison of simulation and rapid cycle deliberate practice (RCDP) in teaching advanced cardiovascular life support (ACLS): partial results from a randomised clinical trial

The hospital environment is a setting in which events may influence patient care, with cardiac arrest being a highly prevalent occurrence. To ensure safety in this process, training based on methodologies that promote the acquisition of theoretical knowledge and technical skills among students who will become future healthcare professionals is required. Within this perspective, simulation and Rapid Cycle Deliberate Practice (RCDP) are educational methodologies capable of demonstrating effective outcomes in the teaching–learning process and in the quality of care.

To compare the use of simulation and Rapid Cycle Deliberate Practice as teaching strategies for Advanced Cardiovascular Life Support (ACLS) delivered to undergraduate nursing students.

This study is a randomised, single-blind clinical trial with two parallel arms, conducted at a state university in Brazil. Undergraduate nursing students from the second to the fifth year of the programme were recruited. The partial sample comprised 75 students, of whom 42 were allocated to the intervention group (RCDP) and 33 to the control group (simulation). In the first stage, participants were randomised into two groups, completed a theoretical knowledge test, and attended a video lecture to standardise baseline knowledge. In the second stage, pre-briefing and briefing were conducted, followed by the ACLS simulation scenario. Subsequently, participants completed the theoretical knowledge test, the satisfaction and self-confidence instrument, and the simulation effectiveness instrument, all validated in the literature. Quantitative variables were compared using the unpaired Student’s t-test and the Mann–Whitney test, with a significance level set at 5%. The study was approved by the Research Ethics Committee.

Both groups showed improvement in theoretical knowledge after the interventions. However, students exposed to Rapid Cycle Deliberate Practice demonstrated superior performance when compared with the simulation group, with greater gains in theoretical knowledge and ACLS-related practical skills. Higher levels of satisfaction and self-confidence in learning were also observed in the intervention group, along with a greater perception of the effectiveness of the teaching strategy when compared with traditional simulation.

Rapid Cycle Deliberate Practice was superior to traditional simulation, promoting greater acquisition of knowledge and skills, as well as enhanced satisfaction and self-confidence in learning.