Evaluating videotaped role-modeling to teach crisis resource management principles

Mindi Anderson, Judy L. LeFlore, Jo Dee M. Anderson

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


Introduction: This descriptive pilot study compares the effectiveness of the addition of videotaped role-modeling to a traditional method of teaching Crisis Resource Management (CRM) principles and clinical management of pediatric patients with respiratory distress. Method: Data were collected from nurse practitioner students (N = 16) to evaluate knowledge, self-efficacy, team behaviors, and technical skills at 3 time-points. All students participated in a Pretest (Time 1) scenario and CRM lecture. Group A (control; n = 8) received no further intervention. Group B (experimental group; n = 8) watched a videotape of experts modeling CRM. All groups completed another scenario (Time 2). Twelve weeks later, each group completed a third scenario (Time 3). Satisfaction was measured at 2 times. Results: No differences were noted in knowledge, self-efficacy, or technical skills between the groups at the 3 times. There was a significant difference between the groups on both the Pretest and Posttest 1 on team behaviors. Satisfaction scores showed no differences between the groups. Discussion: One experience watching a 15-minute role-modeling videotape may not be an effective means of instruction for CRM principles or clinical management of pediatric patients.

Original languageEnglish (US)
Pages (from-to)e343-e354
JournalClinical Simulation in Nursing
Issue number9
StatePublished - Sep 2013
Externally publishedYes


  • Crisis resource management
  • Nurse practitioner students
  • Videotaped role-modeling

ASJC Scopus subject areas

  • Modeling and Simulation
  • Education
  • Nursing (miscellaneous)


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