Comparison of two instructional modalities for nursing student CPR skill acquisition (original) (raw)
Related papers
International Journal of Nursing Education Scholarship, 2012
This study evaluated the effects of brief monthly refresher training on CPR skill retention, confidence, and satisfaction with CPR skill level of 606 nursing students from ten different US schools. Students were randomized to course type, HeartCode TM Basic Life Support (BLS) or an instructor-led (IL) course, and then randomized to a practice group, six minutes of monthly practice or no further practice. End-of-study survey results were compiled and reported as percentages. Short answer data were grouped by category for reporting. Fewer HeartCode TM BLS students were satisfied with their CPR training compared to the IL students. Students who practiced CPR monthly were more confident than students who did not practice. Monthly practice improved CPR confidence, but initial course type did not. Students were most satisfied when they participated in the IL courses and frequent practice of CPR skills.
A Randomized Trial of Cardiopulmonary Resuscitation Training for Medical Students
Simulation in healthcare : journal of the Society for Simulation in Healthcare, 2013
Introduction: Current European Resuscitation Guidelines 2010 recommend the use of prompt/feedback devices when training for cardiopulmonary resuscitation (CPR). We aimed to assess the quality of CPR training among second-year medical students with a voice advisory mannequin (VAM) compared to guidance provided by an instructor. Methods: Forty-three students received a theoretical reminder about CPR followed by a 2-minute pretest on CPR (compressions/ventilations cycle) with Resusci Anne SkillReporter (Laerdal Medical). They were then randomized into a control group (n = 22), trained by an instructor for 4 minutes per student, and an intervention group (n = 21) trained individually with VAM CPR mannequin for 4 minutes. After training, the students performed a 2-minute posttest, with the same method as the pretest. Results: Participants in the intervention group (VAM) performed more correct hand position (73% vs. 37%; P = 0.014) and tended to display better compression rate (124 min j1 vs. 135 min j1 ; P = 0.089). In a stratified analyses by sex we found that only among women trained with VAM was there a significant improvement in compression depth before and after training (36 mm vs. 46 mm, P = 0.018) and in the percentage of insufficient compressions before and after training (56% vs. 15%; P = 0.021). Conclusions: In comparison to the traditional training method involving an instructor, training medical students in CPR with VAM improves the quality of chest compressions in hand position and in compression rate applied to mannequins. Only among women was VAM shown to be superior in compression depth training. This technology reduces costs in 14% in our setup and might potentially release instructors' time for other activities.
Resuscitation, 2001
We have investigated a method of teaching community CPR in three stages instead of in a single session. These have been designated bronze, silver, and gold stages. The first involves only opening of the airway and chest compression with back blows for choking, the second adds ventilation in a ratio of compressions to breaths of 50:5, and the third is a conversion to conventional CPR. In a controlled randomised trial of 495 trainees we compared the performance in tests immediately after instruction of those who had received a conventional course and those who had had the simpler bronze level tuition. The tests were based on video recordings of simulated resuscitation scenarios and the readouts from recording manikins. Differences occurred as a direct consequence of ventilation being required in one group and not the other, some variation probably followed from unforeseen minor changes in the way that instruction was given, whilst others may have followed from the greater simplicity in the new method of training. A careful approach was followed by slightly more trainees in the conventional group whilst appreciably more in the bronze group remembered to shout for help (44% vs. 71%). A clear advantage was also seen for bronze level training in terms of those who opened the airway as taught (35% vs. 56%), for checking breathing (66% vs. 88%), and for mentioning the need to phone for an ambulance (21% vs. 32%). Little difference was observed in correct or acceptable hand position between the conventional group who were given detailed guidance and the bronze group who were instructed only to push on the centre of the chest. The biggest differences related to the number of compressions given. The mean delay to first compression was 63 s and 34 s, and the mean duration of pauses between compressions was 16 s and 9 s, respectively. Average performed rates were similar in the two groups, but more in the conventional group compressed too slowly whereas more in the bronze group compressed too rapidly. Observations were made for only three cycles of compression, but extrapolating these to the 8 min often considered a watershed for chances of survival for victims of cardiac arrest, an average of 308 compressions would be expected from those using conventional CPR compared with 675 for those using bronze level CPR. The implications of this difference are discussed. : S 0 3 0 0 -9 5 7 2 ( 0 0 ) 0 0 1 5 2 -0 D. Assar et al. / Resuscitation 45 (2000) 7-15 8
CPR Education in the Modern Age
Researchgate, 2019
Abstract CPR Education in the Modern Age Cardio-Pulmonary Resuscitation (CPR) is a life-saving procedure, when applied properly. Since its inception in 1967, the education of the public in the proper application of this vital technique has been hampered by a lack of qualitative tools to measure the compression, decompression and frequency of the procedure as it is applied. Today, new tools are available to provide this qualitative analysis to help average citizens receive the appropriate training in CPR and to convert data collected during the training to qualitative data. This data can be stored for later review and research or transmitted through the web for comparison and company evaluation of training accuracy and effectiveness. These new tools will move CPR education closer to the goal of the American Heart Association, as stated in the American Heart Association Consensus statement of 2013, to “…develop industry standards for interoperable raw data downloads and reporting electronic data collected during resuscitation for both quality improvement and research.”
HOSPITALS. The chances for patient survival are improved with immediate and high quality CPR (Abella,). However, any given nurse in day-today practice settings may use CPR skills infrequently. Nursing students are expected to have an understanding of CPR and the ability to perform the basic skills, completing a course prior to entering the nursing program or beginning their clinical practice. At this time, there is limited research on nursing students' ability to perform CPR. However, studies suggest that skills developed from a CPR course are lost quickly when they are not practiced. In a quasi-experimental study, Madden (2006) examined the retention of CPR skills of 55 nursing students in Ireland. While students acquired CPR knowledge and skills immediately following their instructor-led (IL) course, there was a significant deterioration of skills at the 10-week posttest. An important finding was that even though students learned about CPR and could demonstrate the skills, they could not pass the CPR skill assessment at any time in the study. Kardong-Edgren and Adamson (2009) assessed videotapes of students performing CPR as part of a simulation 22 weeks after passing a CPR course. None of the students could perform the key components of CPR correctly. The lack of retention of CPR skills among nursing students is consistent with findings of studies with other health care providers and lay rescuers: CPR skill deteriorates more rapidly than does CPR knowledge) proposed a number of variables that can affect skill retention, including insufficient practice, too much time between the course and actual practice, lack of supervision and feedback during learning, lack of consistency in and quality of the teaching of CPR, and the complexity of the skill being taught. Instructor-led CPR courses have several potential limitations. The pace of the course is preset, which does not allow adaptation to individual learning needs of students, particularly with regard to providing enough practice time. While instructors are certified, they may not accurately assess performance or correct errors. In a study by Lynch, Einspruch, Nichol, and Aufderheide (2008), 826 lay persons were trained in CPR, followed by an assessment of five CPR skills by 13 AHA-certified instructors. CPR skills also were assessed using sensorized Resusci Anne TM manikins with Laerdal PC SkillReporting™ software. Instructors were able to accurately rate participants' ventilation skills but not their chest compressions or hand placement. Several innovative methods, such as video self-instruction, have been developed to improve CPR training (Batcheller, Brennan, Braslow,. In a study by Batcheller et al., 202 lay persons were randomly assigned to either IL training or video self-instruction. Learning was assessed immediately following the training using a Laerdal-Skillmeter™ manikin. Individuals who completed the video self-instruction performed correctly 20.8 percent of compressions and 25.1 percent of ventilations, compared with 3.4 percent of compressions and 1.7 percent of ventilations in the IL group. Overall performance was also better in the video group, leading the researchers to conclude that video self-instruction was an effective and convenient method for CPR training. In another study, retention of CPR skill was no different following A A B S T R A C T The purpose of this study was to evaluate the effectiveness of HeartCode TM BLS, a self-directed, computer-based course for obtaining basic life support (BLS) certification. For part 2 of the course, students learned and practiced their cardiopul-monary resuscitation (CPR) psychomotor skills on a voice assisted manikin (VAM). Students from 10 schools of nursing were randomly assigned to two types of CPR training: HeartCode BLS with VAM or the standard, instructor-led (IL) course with manikins that were not voice assisted; 264 students trained using HeartCode BLS and 339 had an IL course. When students passed their respective courses and were certified in BLS, their CPR skills were tested using the Laerdal PC SkillReporting ™ System. Students who trained using HeartCode BLS and practiced their CPR skills on VAMs were significantly more accurate in their ventilations, compressions, and single-rescuer CPR than students who had the standard, IL course with regular manikins.
Resuscitation, 2011
The primary purpose of this study was to compare two, shorter, self-directed methods of cardiopulmonary resuscitation (CPR) education for healthcare professionals (HCP) to traditional training with a focus on the trainee's ability to perform two-person CPR.First-year medical students with either no prior CPR for HCP experience or prior training greater than 5 years were randomized to complete one of three courses: 1) HeartCode BLS System, 2) BLS Anytime, or 3) Traditional training. Only data from the adult CPR skills testing station was reviewed via video recording by certified CPR instructors and the Laerdal PC Skill Reporter software program (Laerdal Medical, Stavanger, Norway).There were 180 first-year medical students who met inclusion criteria: 68 were HeartCode BLS System, 53 BLS Anytime group, and 59 traditional group Regarding two-person CPR, 57 (84%) of Heartcode BLS students and 43 (81%) of BLS Anytime students were able to initiate the switch compared to 39 (66%) of traditional course students (p = 0.04). There were no significant differences in the quality of chest compressions or ventilations between the three groups. There was a trend for a much higher CPR skills testing pass rate for the traditional course students. However, failure to “clear to analyze or shock” while using the AED was the most common reason for failure in all groups.The self-directed learning groups not only had a high level of success in initiating the “switch” to two-person CPR, but were not significantly different from students who completed traditional training.
African Journal of Emergency Medicine, 2022
Introduction: High-quality cardiopulmonary resuscitation (CPR) saves lives. Training on basic first aid manikins allows students to practice manoeuvres and provides realistic resistance to chest compressions. Conventional CPR has no real-time feedback to observe the quality of CPR. Quality cardiopulmonary resuscitation (QCPR) is technology using wireless sensors embedded in the manikin to measure the effectiveness of core CPR components. This study compared the effectiveness of CPR training of final-year undergraduate medical students using electronic-feedback QCPR adult manikins and conventional adult manikins. The effectiveness of compressions was compared and return on investment was investigated. Methods: In an experimental study, 53 students were divided into two groups using simple random sampling. The QCPR group practised CPR on the QCPR manikins. The CPR group practised on conventional CPR manikins. Both groups were allowed to practice for approximately 10 minutes. After the training session, both groups were tested using the QCPR manikin. Only chest compression performance in adult-sized manikins were measured, recorded and compared. Results: The median flow fraction for the QCPR group was 78.0% (interquartile range (IQR) 63-89%) and for the CPR group 80.0% (IQR 74-85%). The median number of compressions for the QCPR group was 104 (IQR 101-109) and for the CPR group 107 (IQR 79-124). Both groups achieved a 100% compression rate with adequate depth. The maximum total effectiveness of both groups was 99%. No statistically significant difference was seen for the overall percentage of compression effectiveness between the groups. Conclusion: Participants achieved acceptable scores on most CPR compression metrics and complied with CPR guidelines in most cases. Efficacy of CPR training on conventional and QCPR manikins was comparable. CPR training in low resource settings can be just as effective on conventional manikins. Immediate feedback technology adds value to the training experience, allowing for individuals to adjust for deviations to set standards.
Simulation in healthcare : journal of the Society for Simulation in Healthcare, 2013
Introduction: Current European Resuscitation Guidelines 2010 recommend the use of prompt/feedback devices when training for cardiopulmonary resuscitation (CPR). We aimed to assess the quality of CPR training among second-year medical students with a voice advisory mannequin (VAM) compared to guidance provided by an instructor. Methods: Forty-three students received a theoretical reminder about CPR followed by a 2-minute pretest on CPR (compressions/ventilations cycle) with Resusci Anne SkillReporter (Laerdal Medical). They were then randomized into a control group (n = 22), trained by an instructor for 4 minutes per student, and an intervention group (n = 21) trained individually with VAM CPR mannequin for 4 minutes. After training, the students performed a 2-minute posttest, with the same method as the pretest. Results: Participants in the intervention group (VAM) performed more correct hand position (73% vs. 37%; P = 0.014) and tended to display better compression rate (124 min j1 vs. 135 min j1 ; P = 0.089). In a stratified analyses by sex we found that only among women trained with VAM was there a significant improvement in compression depth before and after training (36 mm vs. 46 mm, P = 0.018) and in the percentage of insufficient compressions before and after training (56% vs. 15%; P = 0.021). Conclusions: In comparison to the traditional training method involving an instructor, training medical students in CPR with VAM improves the quality of chest compressions in hand position and in compression rate applied to mannequins. Only among women was VAM shown to be superior in compression depth training. This technology reduces costs in 14% in our setup and might potentially release instructors' time for other activities.
Western Journal of Emergency Medicine, 2021
Introduction: Medical and physician assistant (PA) students are often required to have Basic Life Support (BLS) education prior to engaging in patient care. Given the potential role of students in resuscitations, it is imperative to ensure that current BLS training prepares students to provide effective cardiopulmonary resuscitation (CPR). The objective of this study was to assess whether current BLS training produces student providers who can deliver BLS in an American Heart Association (AHA) guideline-adherent manner. Methods: Students at a US medical school were recruited by convenience sampling. BLS performance immediately following a standard AHA BLS training course was evaluated during a twominute CPR cycle using manikins. We also collected information on demographics, previous BLS training attendance, perceived comfort in providing CPR, and prior experiences in healthcare and providing or observing CPR. Results: Among 80 participants, we found that compression rate, depth, and inter-compression recoil were AHA guideline-adherent for 90.0%, 68.8%, and 79.3% of total compression time, respectively. Mean hands-off time was also within AHA guidelines. Mean number of unsuccessful ventilations per cycle was 2.2. Additionally, 44.3% of ventilations delivered were of adequate tidal volume, 12.2% were excessive, and 41.0% were inadequate. Past BLS course attendance, prior healthcare certification, and previous provision of real-life CPR were associated with improved performance. Conclusion: Following BLS training, medical and PA students met a majority of AHA compressions guidelines, but not ventilations guidelines, for over 70% of CPR cycles. Maintaining compression depth and providing appropriate ventilation volumes represent areas of improvement. Conducting regular practice and involving students in real-life CPR may improve performance. [West J Emerg Med. 2021;22(1)101-107.] in the community to recognize the emergency and initiate the appropriate interventions. 1 Provision of Basic Life Support (BLS) consisting of rapid, deep, chest compressions with appropriate ventilation is the cornerstone of resuscitation in both hospital and community settings. Based on outcome
Comparison of two training programmes on paramedic-delivered CPR performance
Emergency Medicine Journal, 2015
Objective To compare CPR performance in two groups of paramedics who received CPR training from two different CPR training programmes. Methods Conducted in June 2014 at the Hamad Medical Corporation Ambulance Service, the national ambulance service of the State of Qatar, the CPR performances of 149 new paramedic recruits were evaluated after they had received training from either a traditional CPR programme or a tailored CPR programme. Both programmes taught the same content but differed in the way in which this content was delivered to learners. Exclusive to the tailored programme was mandatory precourse work, continuous assessments, a locally developed CPR instructional video and pedagogical activities tailored to the background education and learner style preferences of paramedics. At the end of each respective training programme, a single examiner who was blinded to the type of training paramedics had received, rated them as competent or non-competent on basic life support skills, condition specific skills, specific overall skills and non-technical skills during a simulated out-of-hospital cardiac arrest (OHCA) assessment. Results Paramedics who received CPR training with the tailored programme were rated competent 70.9% of the time, compared with paramedics who attended the traditional programme and who achieved this rating 7.9% of the time (p<0.001). Specific improvements were seen in the time required to detect cardiac arrest, chest compression quality, and time to first monitored rhythm and delivered shock. Conclusions In an OHCA scenario, CPR performance rated as competent was significantly higher when training was received using a tailored CPR programme.