The Joint Commission requires formal education for healthcare providers who are first responders giving care to patients whose conditions are deteriorating. However, most nursing programs do not include education about the role of first responders during clinical emergencies in the pre-licensure curricula. A literature search shows positive outcomes of increased knowledge, skills competences, and confidence, and that additional education training of the role of the first responder was needed. While there are positive outcomes from the current literature, additional research is needed to further the argument that first responders training is essential in the pre-licensure nursing programs.
This Doctor of Nursing Practice (DNP) project objective was to prepare pre-licensure nursing students as first responder during clinical emergencies using CART mnemonic© and simulated Cardiopulmonary Arrest (CPA) scenario. The aims were to evaluate the change in knowledge, skills competences and evaluate student’s satisfaction and feedback of the educational interventions. The setting was at University of California, Irvine Sue and Bill Gross School of Nursing in the pre-licensure programs. Using Time to Task to measure initiation of expected tasks within five minutes of the simulation and knowledge questionnaires to assess effectiveness of the educational intervention. Based on results from implementation, subject matter expert responses, and thorough literature review of current evidence and best practice, this DNP project has validated the need for training pre-licensure nursing students as first responder in clinical emergencies. Finally, the educational intervention (CART mnemonic© and simulation) has the potential to improve knowledge, skills competent, and confidence in pre-licensure nursing students responding to clinical emergencies of cardiopulmonary arrest.
","abstract_html":"<p>The Joint Commission requires formal education for healthcare providers who are first responders giving care to patients whose conditions are deteriorating. However, most nursing programs do not include education about the role of first responders during clinical emergencies in the pre-licensure curricula. A literature search shows positive outcomes of increased knowledge, skills competences, and confidence, and that additional education training of the role of the first responder was needed. While there are positive outcomes from the current literature, additional research is needed to further the argument that first responders training is essential in the pre-licensure nursing programs.</p> <p>This Doctor of Nursing Practice (DNP) project objective was to prepare pre-licensure nursing students as first responder during clinical emergencies using CART mnemonic© and simulated Cardiopulmonary Arrest (CPA) scenario. The aims were to evaluate the change in knowledge, skills competences and evaluate student’s satisfaction and feedback of the educational interventions. The setting was at University of California, Irvine Sue and Bill Gross School of Nursing in the pre-licensure programs. Using Time to Task to measure initiation of expected tasks within five minutes of the simulation and knowledge questionnaires to assess effectiveness of the educational intervention. Based on results from implementation, subject matter expert responses, and thorough literature review of current evidence and best practice, this DNP project has validated the need for training pre-licensure nursing students as first responder in clinical emergencies. Finally, the educational intervention (CART mnemonic© and simulation) has the potential to improve knowledge, skills competent, and confidence in pre-licensure nursing students responding to clinical emergencies of cardiopulmonary arrest.</p>","abstract_has_math":false,"creators":["Yamada, Poy"],"institution":null,"degree_name":"Doctor of Nursing Practice (DNP)","degree_level":"Open Access Thesis","degree_discipline":"Yale University School of Nursing","degree_department":null,"school":null,"contributors":["Laura K. Andrews"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T06:16:14Z","subjects":["cardiopulmonary arrest, code blue, pre-licensure nursing students, role of first responder, simulation, training"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://elischolar.library.yale.edu/ysndt/1111","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Laura K. Andrews"]},{"key":"dc:creator","label":"Author","values":["Yamada, Poy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Yale University School of Nursing"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Nursing Practice (DNP)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["cardiopulmonary arrest, code blue, pre-licensure nursing students, role of first responder, simulation, training"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://elischolar.library.yale.edu/ysndt/1111"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Joint Commission requires formal education for healthcare providers who are first responders giving care to patients whose conditions are deteriorating. However, most nursing programs do not include education about the role of first responders during clinical emergencies in the pre-licensure curricula. A literature search shows positive outcomes of increased knowledge, skills competences, and confidence, and that additional education training of the role of the first responder was needed. While there are positive outcomes from the current literature, additional research is needed to further the argument that first responders training is essential in the pre-licensure nursing programs.
This Doctor of Nursing Practice (DNP) project objective was to prepare pre-licensure nursing students as first responder during clinical emergencies using CART mnemonic© and simulated Cardiopulmonary Arrest (CPA) scenario. The aims were to evaluate the change in knowledge, skills competences and evaluate student’s satisfaction and feedback of the educational interventions. The setting was at University of California, Irvine Sue and Bill Gross School of Nursing in the pre-licensure programs. Using Time to Task to measure initiation of expected tasks within five minutes of the simulation and knowledge questionnaires to assess effectiveness of the educational intervention. Based on results from implementation, subject matter expert responses, and thorough literature review of current evidence and best practice, this DNP project has validated the need for training pre-licensure nursing students as first responder in clinical emergencies. Finally, the educational intervention (CART mnemonic© and simulation) has the potential to improve knowledge, skills competent, and confidence in pre-licensure nursing students responding to clinical emergencies of cardiopulmonary arrest.
"]},{"key":"dc:title","label":"Title","values":["Training Pre-Licensure Nursing Students As First Responders In Clinical Emergencies"]}]}],"canonical_facts":{"dc:contributor":["Laura K. Andrews"],"dc:creator":["Yamada, Poy"],"dc:description.abstract":["The Joint Commission requires formal education for healthcare providers who are first responders giving care to patients whose conditions are deteriorating. However, most nursing programs do not include education about the role of first responders during clinical emergencies in the pre-licensure curricula. A literature search shows positive outcomes of increased knowledge, skills competences, and confidence, and that additional education training of the role of the first responder was needed. While there are positive outcomes from the current literature, additional research is needed to further the argument that first responders training is essential in the pre-licensure nursing programs.
This Doctor of Nursing Practice (DNP) project objective was to prepare pre-licensure nursing students as first responder during clinical emergencies using CART mnemonic© and simulated Cardiopulmonary Arrest (CPA) scenario. The aims were to evaluate the change in knowledge, skills competences and evaluate student’s satisfaction and feedback of the educational interventions. The setting was at University of California, Irvine Sue and Bill Gross School of Nursing in the pre-licensure programs. Using Time to Task to measure initiation of expected tasks within five minutes of the simulation and knowledge questionnaires to assess effectiveness of the educational intervention. Based on results from implementation, subject matter expert responses, and thorough literature review of current evidence and best practice, this DNP project has validated the need for training pre-licensure nursing students as first responder in clinical emergencies. Finally, the educational intervention (CART mnemonic© and simulation) has the potential to improve knowledge, skills competent, and confidence in pre-licensure nursing students responding to clinical emergencies of cardiopulmonary arrest.
"],"dc:identifier":["https://elischolar.library.yale.edu/ysndt/1111"],"dc:subject":["cardiopulmonary arrest, code blue, pre-licensure nursing students, role of first responder, simulation, training"],"dc:title":["Training Pre-Licensure Nursing Students As First Responders In Clinical Emergencies"],"thesis:degree_discipline":["Yale University School of Nursing"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Doctor of Nursing Practice (DNP)"]},"updated_at":"2026-07-24T06:16:14Z"}