Abstract
Purpose/Background: Emergency departments (EDs) present a challenging environment for new graduate nurses (residents), often impacting proficiency and retention. This pilot study aimed to evaluate the effectiveness of an ED Train the Trainer (T3) program utilizing a novel mobile app to enhance resident proficiency, confidence, and retention, as well as preceptor confidence. The program addressed the transitional gap between academic preparation and clinical practice by focusing on critical thinking and task management skills, leveraging technology to provide just-in-time learning and real-time feedback.
Methods: After IRB approval, a time-series design was employed. The T3 program incorporated various learning modalities, including face-to-face sessions, instructional videos, and hands-on skills practice, centered around the Identify, Intervene, Assess, and Reassess (IIAR) methodology. Central to the program was a mobile app providing residents with just-in-time access to teaching modules and allowing preceptors to utilize embedded checklists for observation and evaluation, linking resident performance to specific modules and providing real-time feedback. Monthly meetings were held for ongoing support. The primary outcome was resident proficiency, defined as the completion of tasks within a 4-room patient assignment in 30-60 minutes. Confidence levels of both residents and preceptors were also assessed pre, mid, and post-course.
Results: The T3 program, with its emphasis on the IIAR model and integration of the mobile app, demonstrated a significant positive impact on resident proficiency, confidence, and overall preparedness for the challenging ED environment. Qualitative data revealed a significant improvement in critical thinking skills, with residents reporting a greater ability to "think critically and what could be the worst case for my patients" and "quickly assess and prioritize patients based on urgency." Residents also expressed heightened confidence in their decision-making abilities.
Conclusion: The results of this pilot study suggest that the ED T3 program, particularly its focus on the novel IIAR methodology and the integration of a mobile app, may be effective in fostering critical thinking and task management skills in resident nurses, facilitating a smoother transition into the challenging ED setting. Further research is warranted to confirm these findings and explore the long-term impact of the program.
Notes
Reference list included in attached slide deck.
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Pilot/Exploratory Study
Keywords:
Emergency Department Nurses, Train the Trainer, Mentoring and Coaching, Precepting, Emerging Technologies, Mobile App Learning, Teach and Learning Strategies, Competence, New Graduate Nurses, Nurse Residents
Recommended Citation
Wilde, Jennifer and Calabro, Emily, "An ER Pilot Study Utilizing a Novel Mobile App for Just-in-Time Teaching and Performance Feedback" (2025). Biennial Convention (CONV). 125.
https://www.sigmarepository.org/convention/2025/presentations_2025/125
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-27
Funder(s)
Health Sciences and Services Authority (HSSA)
An ER Pilot Study Utilizing a Novel Mobile App for Just-in-Time Teaching and Performance Feedback
Indianapolis, Indiana, USA
Purpose/Background: Emergency departments (EDs) present a challenging environment for new graduate nurses (residents), often impacting proficiency and retention. This pilot study aimed to evaluate the effectiveness of an ED Train the Trainer (T3) program utilizing a novel mobile app to enhance resident proficiency, confidence, and retention, as well as preceptor confidence. The program addressed the transitional gap between academic preparation and clinical practice by focusing on critical thinking and task management skills, leveraging technology to provide just-in-time learning and real-time feedback.
Methods: After IRB approval, a time-series design was employed. The T3 program incorporated various learning modalities, including face-to-face sessions, instructional videos, and hands-on skills practice, centered around the Identify, Intervene, Assess, and Reassess (IIAR) methodology. Central to the program was a mobile app providing residents with just-in-time access to teaching modules and allowing preceptors to utilize embedded checklists for observation and evaluation, linking resident performance to specific modules and providing real-time feedback. Monthly meetings were held for ongoing support. The primary outcome was resident proficiency, defined as the completion of tasks within a 4-room patient assignment in 30-60 minutes. Confidence levels of both residents and preceptors were also assessed pre, mid, and post-course.
Results: The T3 program, with its emphasis on the IIAR model and integration of the mobile app, demonstrated a significant positive impact on resident proficiency, confidence, and overall preparedness for the challenging ED environment. Qualitative data revealed a significant improvement in critical thinking skills, with residents reporting a greater ability to "think critically and what could be the worst case for my patients" and "quickly assess and prioritize patients based on urgency." Residents also expressed heightened confidence in their decision-making abilities.
Conclusion: The results of this pilot study suggest that the ED T3 program, particularly its focus on the novel IIAR methodology and the integration of a mobile app, may be effective in fostering critical thinking and task management skills in resident nurses, facilitating a smoother transition into the challenging ED setting. Further research is warranted to confirm these findings and explore the long-term impact of the program.
Description
This pilot study evaluated a novel Emergency Department Train the Trainer (T3) program incorporating the Identify, Intervene, Assess, and Reassess (IIAR) model and a mobile app designed to deliver just-in-time teaching modules, measure critical thinking and task management skills, and provide real-time feedback from preceptors. Preliminary results suggest the program's effectiveness in fostering critical thinking and task management skills, warranting further research.