Relationship between Executive Functions, Mindfulness, Stress, and Performance in Pediatric Emergency Simulations
Abstract
:1. Introduction
2. Participants and Methods
2.1. Participants
2.2. High-fidelity Pediatric Simulations
2.3. Procedural and Non-technical Skills
2.4. Mindfulness
2.5. Executive Functions
3. Results
3.1. Technical and Non-Technical Skills
3.2. Stress, Stress-coping Style, and Students’ Skills
3.3. Repeating Simulations in the Same Team
3.4. Mindfulness Components are Related to Students’ Skills During Simulation
3.5. Executive Functions and Students’ Skills and Mindfulness
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Age (years: mean ± SD) | 24.5 ± 2.2 |
Sex (N/%) | |
Male | 56/36.6% |
Female | 97/63.4% |
Caffeine consumed before simulations (N/%) | |
no | 58/37.9% |
1–3 cups a day | 95/62.0% |
>3 cups a day | 12/7.8% |
Taking medicines affecting heart rate (N/%): | |
yes | 4/2.6% |
no | 149/97.4% |
Meditation/praying (N/%): | |
does not practice | 55/35.9% |
irregularly | 57/37.2% |
regularly | 41/26.8% |
Mindfulness in FFMQ scale (mean ± SD) | |
conscious presence | 3.29 ± 0.5 |
non-reactivity | 2.92 ± 0.7 |
non-judgment | 3.00 ± 0.7 |
observation | 3.42 ± 0.8 |
description | 3.56 ± 0.6 |
total score in FFQM scale | 3.24 ± 0.4 |
Executive functions in BRIEF-A scale (mean ± SD) | |
behavior regulation index (BRI) | 63.6 ± 10.8 |
metacognition index (MI) | 60.1 ± 10.0 |
global executive composite (GEC = BRI + MI) | 62.5 ± 9.4 |
clinically significant decrease in EFs (number and %) | 34/22.2% |
Technical Skills (total) * | Mean ± SD 6.8 ± 2.0 |
---|---|
Non-technical skills (total) ** | 28.8 ± 4.8 |
overall performance | 4.7 ± 1.1 |
leadership skills | 4.8 ± 1.1 |
Problem-solving skills | 4.9 ± 1.0 |
situational awareness skills *** | 4.2 ± 1.2 |
resource utilization skills | 4.9 ± 0.9 |
communication skills | 4.9 ± 0.8 |
Stress-coping style: | N/% |
task-oriented style | 62/40.5% |
avoidant style | 37/24.2% |
emotion-oriented style | 54/35.2% |
Mean ± SD | |
Mean subjective perception of stress before and after simulation (1—no stress, 10—very stressed) | 3.8 ± 1.9 vs. 4.0 ± 2.0 (p > 0.05) |
Heart rate before and after the scenario | 78.2 ± 10.3 vs. 82.5 ± 17.2 (p > 0.05) |
Blood pressure before and after the scenario (systolic/diastolic) | 121.3 ± 12.4/77.1 ± 4.8 mmHg vs. 126.2 ± 11.6/80.4 ± 4.8 mmHg (p > 0.05) |
Subjective assessment of the influence of stress on the performance during simulation (1—mobilizing, 5—discouraging) | 2.44 ± 0.74 |
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Łoś, K.; Chmielewski, J.; Łuczyński, W. Relationship between Executive Functions, Mindfulness, Stress, and Performance in Pediatric Emergency Simulations. Int. J. Environ. Res. Public Health 2020, 17, 2040. https://doi.org/10.3390/ijerph17062040
Łoś K, Chmielewski J, Łuczyński W. Relationship between Executive Functions, Mindfulness, Stress, and Performance in Pediatric Emergency Simulations. International Journal of Environmental Research and Public Health. 2020; 17(6):2040. https://doi.org/10.3390/ijerph17062040
Chicago/Turabian StyleŁoś, Kacper, Jacek Chmielewski, and Włodzimierz Łuczyński. 2020. "Relationship between Executive Functions, Mindfulness, Stress, and Performance in Pediatric Emergency Simulations" International Journal of Environmental Research and Public Health 17, no. 6: 2040. https://doi.org/10.3390/ijerph17062040
APA StyleŁoś, K., Chmielewski, J., & Łuczyński, W. (2020). Relationship between Executive Functions, Mindfulness, Stress, and Performance in Pediatric Emergency Simulations. International Journal of Environmental Research and Public Health, 17(6), 2040. https://doi.org/10.3390/ijerph17062040