Theoretical knowledge and skill retention 3 and 6 months after a European Newborn Life Support provider course

2021 ◽  
Author(s):  
Styliani Paliatsiou ◽  
Theodoros Xanthos ◽  
Jonathan Wyllie ◽  
Paraskevi Volaki ◽  
Rozeta Sokou ◽  
...  
Keyword(s):  
Life Support ◽  
Theoretical Knowledge ◽  
Skill Retention ◽  
Support Provider

Theoretical knowledge and skill retention 4 months after a European Paediatric Life Support course

2016 ◽  
Vol 23 (1) ◽  
pp. 56-60 ◽  
Author(s):  
Dimitrios Charalampopoulos ◽  
George Karlis ◽  
Dimitrios Barouxis ◽  
Angeliki Syggelou ◽  
Chryso Mikalli ◽  
...  
Keyword(s):  
Life Support ◽  
Theoretical Knowledge ◽  
Skill Retention ◽  
European Paediatric

European Paediatric Life Support (EPLS) course theoretical knowledge and skill retention: The Greek study

Resuscitation ◽  
2014 ◽  
Vol 85 ◽  
pp. S91
Author(s):  
Dimitrios Charalampopoulos ◽  
George Karlis ◽  
Dimitrios Barouxis ◽  
Angeliki Syggelou ◽  
Chryso Mikalli ◽  
...  
Keyword(s):  
Life Support ◽  
Theoretical Knowledge ◽  
Skill Retention ◽  
European Paediatric

Abstract 139: Does Simplification of Guidelines Improve Retention of BLS Skills 3 Months After Training?

Circulation ◽  
2019 ◽  
Vol 140 (Suppl_2) ◽  
Author(s):  
Dung T Nguyen ◽  
Kasper G Lauridsen ◽  
Josephine Johnsen ◽  
Kristian Krogh ◽  
Bo Løfgren
Keyword(s):  
Life Support ◽  
European Resuscitation Council ◽  
Shock Delivery ◽  
Adherence To Guidelines ◽  
Skill Retention ◽  
Video Recordings ◽  
Correct Sequence ◽  
Significant Difference ◽  
Male Sex ◽  
Simplified Algorithm

Background: The European Resuscitation Council (ERC) 2015 basic life support (BLS) guidelines introduced a simplified algorithm compared to the ERC 2010 BLS guidelines. This was intended to improve adherence to guidelines and retention of skills. This study aimed to compare the retention of BLS skills 3 months after training using the ERC 2010 or 2015 guidelines. Methods: This was an observational study including video recordings of laypersons being skill tested 3 months after participation in a standardized ERC BLS/AED course using either the ERC 2010 guidelines or the simplified ERC 2015 guidelines. The endpoints were 1) remembering the correct sequence of BLS/AED algorithm, 2) remembering the correct sequence of the BLS/AED algorithm and performing all skills correctly, 3) time to: emergency medical service (EMS) call, first compression, and shock delivery. Results: We analyzed videos of 133 laypersons skill tested 3 months after initial training; 64 trained using the 2010 guidelines (mean ±standard deviation (SD) age: 40 ±11 years, male sex: 19 (30%)) and 69 trained using the 2015 guidelines (age: 44 ±10 years, male sex: 36 (52%)). Participants in the 2015 guidelines group improved the retention of the BLS/AED algorithm compared to the 2010 guidelines group (29 (42%) vs. 10 (16%), relative risk (RR): 2.7 (95% confidence interval (CI): 1.4 - 5.1) P=0.001). Both BLS/AED algorithm and all skills were correctly performed by 13 (19%) vs. 3 (5%) (RR: 4.0 (95% CI: 1.2 - 13.5) P=0.01) in the 2015 and 2010 groups respectively. No significant difference was found in time to EMS call (difference: 3 sec (95% CI: -2 - 9 sec) P=0.27), time to first compression (difference: 4 sec, (95% CI: -3 - 10 sec) P=0.28), and time to first shock (difference: 4 sec (95% CI: -5 - 14 sec) P=0.33) between the groups. Conclusion: BLS/AED training using ERC 2015 guidelines was associated with better skill retention compared to training using ERC 2010 guidelines. There was no difference in time to EMS call, first compression, or shock delivery.

scholarly journals BLS ERC Certified Greek Providers’ Willingness to Perform CPR and Skill Retention During the Covid-19 Pandemic. A Survey of the Hellenic Society of Cardiology (WG CPR)

2021 ◽  
Author(s):  
George Latsios ◽  
Andreas Synetos ◽  
Marianna Leopoulou ◽  
Evaggelia Stamatopoulou ◽  
Panagiotis Koukopoulos ◽  
...  
Keyword(s):  
Life Support ◽  
Negative Attitude ◽  
Behavioral Changes ◽  
European Resuscitation Council ◽  
Skill Retention ◽  
Electronic Survey ◽  
Public Health Organization ◽  
National Public Health ◽  
Health Organization ◽  
External Defibrillator

Abstract Objective: The aim of this study was to evaluate a. the level of established knowledge regarding cardiopulmonary resuscitation (CPR) during the Covid-19 pandemic era of certified Basic Life Support (BLS) providers and b. their attitude towards CPR, along with possible misconceptions regarding Covid-19. Methods: Certified BLS providers from courses held in Athens, Greece were asked to complete an electronic survey regarding their knowledge and behavioral changes on performing CPR on victims with confirmed or suspected Covid-19 infection. Their perception on BLS courses was also assessed. Answers were collected during June 2020. Results: Out of 5513 certified providers, 25.53% completed the survey. The majority (83.36%) would provide CPR to an arrest victim with possible or confirmed Covid-19 infection. Regarding the use of an automated external defibrillator, the majority thinks that it is equally safe as in the pre-Covid-19 period (58.24%). Older age (<0.001) and a lower level of education (p<0.001) made rescuers more willing to provide CPR. Exposure to the European Resuscitation Council (ERC) (p<0.001) and to a lesser degree to Greek National Public Health Organization (NPHO) guidelines was also correlated to a less negative attitude towards resuscitation, whereas time since the last BLS seminar had no such impact (p=0.18). All responders agree that training in CPR during Covid-19 remains necessary.Conclusion: Certified BLS providers maintain willingness to perform CPR in unresponsive victims even during the Covid-19 pandemic era. This attitude is reinforced by exposure to the updated CPR guidelines. Knowledge regarding Covid-19 CPR is satisfactory, with more training focused on the revised algorithms considered essential.

scholarly journals Retenção da aprendizagem após treinamento em Suporte Básico de Vida com uso de simulação de baixa fidelidade em uma unidade hospitalar odontológica

2018 ◽  
Vol 28 (1) ◽  
pp. 29410
Author(s):  
Marcelo Nunes de Lima ◽  
Fernanda Drummond Ruas Gaspar ◽  
Túlio Gomes da Silva Mauro ◽  
Márcia Apoliano Mesquita Arruda ◽  
Gardênia da Silva Abbad
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
University Hospital ◽  
Theoretical Knowledge ◽  
Learning Retention ◽  
Or Practice ◽  
Post Test ◽  
Quasi Experimental ◽  
Research Interviews ◽  
One Year

AIMS: To evaluate the learning retention of participants of a Basic Life Support course in a dental unit of a university hospital.METHODS: This study combined quantitative and qualitative methods in a quasi-experimental design, in which the same subjects were compared before and at two moments after an intervention, which consisted of a training course in Basic Life Support. The participants were employees of the Oral Health Unit of the University Hospital of Brasília. Three evaluations were performed: pre-test, post-test and late post-test, in order to assess participants' learning retention. In a second stage of the research, interviews were conducted with the participants approved in the retention learning test.RESULTS: At all, 66 professionals participated in the course and carried out the theoretical pre-test and the theoretical and practical post-test. One year and five months after the course, 10 participants were submitted to the late post-test, also theoretical and practical. Regarding the theoretical knowledge, the mean was 6.3±2.31 points in the pre-test, 8.3±1.25 points in the post-test and 5.1±1.44 points in the late post-test. Late post-test results revealed also that 70% of participants met the minimum theoretical knowledge requirement for approval (5 of 10 points) but only 20% passed the practical retention assessment. The two participants who passed the practical evaluation had repeated the training after the initial course.CONCLUSIONS: Basic Life Support training based on simulation resulted in practical and theoretical learning in cardiopulmonary resuscitation. However, the effect did not persist after one year and five months, except for participants who repeated the training during this period, indicating that the long term retention of this learning requires more opportunities for training or practice. Further studies are needed to investigate the ideal workload, the number of repetitions required during training and the appropriate frequency of training, as well as to obtain information about the influence of prior knowledge of the participants and the practice after training in retention of skills.

scholarly journals The timing of testing influences skill retention after basic life support training: a prospective quasi-experimental study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Enikő Kovács ◽  
Zsigmond Máté Jenei ◽  
Katalin Csordás ◽  
Gábor Fritúz ◽  
Balázs Hauser ◽  
...  
Keyword(s):  
Experimental Study ◽  
Testing Effect ◽  
Basic Life Support ◽  
Life Support ◽  
Control Group ◽  
Skill Retention ◽  
First Semester ◽  
Post Test ◽  
Quasi Experimental ◽  
Hospital Cardiac Arrest

Abstract Background Proper basic life support (BLS) is key in improving the survival of out-of-hospital cardiac arrest. BLS skills deteriorate in three to 6 months after training. One method to improve skill retention may be using the “testing effect” to test skills at the end of a BLS course. The aim of our study was to investigate whether either testing or the timing of such testing after BLS training have any influence on skill retention. Methods This was a post-test only, partial coverage, prospective quasi-experimental study designed to evaluate a BLS training course among 464 fifth year medical students at Semmelweis University in the first semester of 2013/2014. Groups were systematically but non-randomly assigned to either a control group that took no exam or one of two experimental groups that took an exam (N = 179, NoExam group; N = 165, EndExam group – exam at the end of the BLS training; N = 120, 3mExam group – exam 3 months after the BLS training). The ability to perform ten prescribed essential BLS steps was evaluated during a skill retention assessment 2 months after the course in the NoExam, 2 months after the course (and the exam) in the EndExam and 5 months after the course (2 months after the exam) in the 3mExam group to measure skill retention and the effect of our intervention. Scores were calculated for each BLS step, and also summed up as a total score. We used Kruskal-Wallis test to assess differences in skill retention. Results Overall, NoExam and EndExam groups showed similar skill retention. The mean total score (and many of the sub-scores) of students was significantly higher in the 3mExam group compared to both the NoExam and the EndExam groups, and there was no difference in the total score (and many of the sub-scores) of the latter two groups. The 3mExam group had less variability in total scores (and many of the sub-scores) than the other two groups. Conclusion Our study provides evidence that testing these skills 3 months after BLS training may be more effective than either testing immediately at the end of the course or no testing at all.

scholarly journals Acquisition of Knowledge and Practical Skills after a Brief Course of BLS-AED in First-Year Students in Nursing and Physiotherapy at a Spanish University

2019 ◽  
Vol 16 (5) ◽  
pp. 766 ◽  
Author(s):  
Carlos Méndez-Martínez ◽  
Santiago Martínez-Isasi ◽  
Mario García-Suárez ◽  
Medea Aglaya De La Peña-Rodríguez ◽  
Juan Gómez-Salgado ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Quality Criteria ◽  
Western World ◽  
First Year ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Training Methods ◽  
Practical Skills ◽  
Cross Sectional

Out-of-hospital cardiorespiratory arrest is one of the leading causes of death in the Western world. Early assistance with quality Cardiopulmonary Resuscitation (CPR) and the use of a defibrillator may increase the percentage of survival after this process. The objective of this study was to evaluate the effect of CPR training and the management of an Automatic External Defibrillator (AED). A descriptive, cross-sectional, observational study was carried out among students in the first year of a Nursing and Physiotherapy degree of the University of León. To achieve this goal, a theoretical-practical educational intervention of four hours’ duration which included training on CPR, AED and Basic Life Support (BLS) was carried out. A total of 112 students were included. The results showed an increase in theoretical knowledge on BLS as well as on CPR and AED, and practical skills in CPR and AED management. A theoretical exposition of fifteen minutes and the practical training of CPR wasenough for the students to acquire the necessary theoretical knowledge, although the participants failed to reach quality criteria in CPR. Only 35.6% of students reached the right depth in compressions. Also, ventilation was not performed properly. Based on the results, we cannot determine that the percentage of overall quality of CPR was appropriate, since 57.6% was obtained in this respect and experts establish a value higher than 70% for quality CPR. There was a clear relationship between sex, weight, height and body max index (BMI), and quality CPR performance, being determinant variables to achieve quality parameters. Currently, Basic Life Support training in most universities is based on training methods similar to those used in the action described. The results obtained suggest implementing other training methods that favour the acquisition of quality CPR skills.

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