Ward Nurses' Perceptions of the Medical Emergency Team: A Cross Sectional Descriptive Study

BACKGROUND: Medical Emergency Teams (METs) are a cornerstone of rapid response systems (RRS). Ward nurses function as primary activators and frontline coordinators before team arrival, yet their perceived competencies, role clarity, and experiences within MET systems remain poorly characterised. AIMS: To describe ward nurses' perceived confidence, training adequacy, role clarity and attitudes towards the MET system, and to identify training and implementation gaps warranting intervention. STUDY DESIGN: Cross sectional descriptive observational study (STROBE-compliant). A structured self-administered questionnaire comprising 16 five-point Likert items, one multiple-response role item, one dichotomous debriefing item and one open-ended item was administered to ward nurses at a hospital in northern Italy (January 2026). Non-parametric statistics (Kruskal-Wallis, Mann-Whitney U), Spearman correlations (Bonferroni correction) and exploratory internal consistency analysis (Cronbach's α) were employed. RESULTS: Among 39 participants, 84.6% were confident in MET activation and 87.2% valued the MET as a learning opportunity. Critical gaps emerged: only 12.8% had received MET-specific training; 25.6% were uncertain of activation criteria; mandatory prior physician consultation produced a near-even split (51.3% agreement vs. 41.0% disagreement); and only 41.0% perceived the post-intervention debriefing they received as adequate-a 53.9 percentage-point gap versus perceived importance (94.9%). Significant correlations were found between activation confidence and criteria knowledge (ρ = 0.445, p = 0.023), role adequacy and role clarity (ρ = 0.521, p = 0.004), and perceived support quality and confidence increase (ρ = 0.689, p < 0.001). CONCLUSIONS: Despite strongly positive attitudes, substantial organisational and training gaps constrain optimal MET utilisation. Structured MET-specific education, formalised debriefing protocols and explicit role definition are priority interventions. RELEVANCE TO CLINICAL PRACTICE: The documented training deficit and debriefing gap are addressable through targeted institutional interventions: mandatory MET simulation-based training, structured post-event debriefing (e.g., STOP5 format) and explicit nurse role protocols within MET response procedures.