(1098) Training Initiatives for Rapid Response Team Members Using Instructional Design

Introduction: The Rapid Response System (RRS) is designed for the early recognition of abnormalities and timely intervention, based on the premise that many sudden changes present early signs. Our hospital introduced the RRS in March 2023 but encountered problems in increasing the number of Rapid Response Team (RRT) members and providing adequate training. Issues related to RRT education included a lack of continuity in educational programs and insufficient practical training at each hospital, highlighting the need for a systematic approach to training design. This study aimed to develop a systematic training program for RRT members.

Methods: A multidisciplinary team, including emergency physicians, cardiologists, anesthesiologists, and intensive care nurses, developed the training program. The program was created using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model. The training was designed to be completed quickly and was evaluated through a test and questionnaire at the end of the course.

Results: The training aimed to equip intensive care nurses with the knowledge, skills, and engagement required to be effective RRT members. The content was organized into seven topics: an overview of RRS, understanding common conditions in acute settings, interaction as an RRT member, actual RRT activities, and case scenario simulation. Four one-hour training sessions combining lecture and simulation were implemented. Study members divided the development process, preparing materials accordingly. The evaluation consisted of a written knowledge test, a skills checklist, and the Japanese version of the Rathus Assertiveness Schedule for engagement. Evaluation results from 7 participants showed an average score of 62 out of 100 on the written test, an average score of 70 out of 92 on the skills checklist, and a mean score on the Rathus Assertiveness Schedule of 0.4 before training and -3.7 after training.

Conclusions: By using an instructional design model, we systematically conducted both the training and evaluation. The training provided a certain level of knowledge and skills, but issues remained regarding engagement as RRT members.