scholarly journals Three-Month Retention of Basic Life Support with an Automated External Defibrillator Using a Two-Stage versus Four-Stage Teaching Technique

2019 ◽  
Vol 2019 ◽  
pp. 1-5 ◽  
Author(s):  
Katrine Bjørnshave Bomholt ◽  
Lise Qvirin Krogh ◽  
Svend Rosendahl Bomholt ◽  
Mette Amalie Nebsbjerg ◽  
Troels Thim ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Initial Study ◽  
Pass Rate ◽  
Automated External Defibrillator ◽  
Stage Versus ◽  
Two Stage ◽  
Resuscitation Training ◽  
Teaching Technique ◽  
External Defibrillator

Introduction. Resuscitation training increases bystander’s ability to perform basic life support (BLS) with an automated external defibrillator (AED) immediately after training. However, several studies indicate that resuscitation skills decay rapidly. Methods. This study evaluates retention of BLS/AED skills three months after an initial study comparing acquisition of BLS/AED skills among laypersons immediately after training with a two-stage versus four-stage teaching technique. Results. There was no difference in retention of BLS/AED skills (pass rate 10.8% versus 10.9%, respectively, p=1) three months after training. Total average number of skills adequately performed (of 17) was 13.3 versus 13.7 among laypersons trained with a two-stage and a four-stage technique, respectively. No difference was found in quality of chest compressions and rescue breaths between the two groups. Conclusion. Three months after training, this study found no difference in retention of BLS/AED skills among laypersons taught using a two-stage compared to a four-stage teaching technique.

Basic life support equipped with automated external defibrillator may not be categorized the same as traditional basic life support in meta-analysis

Resuscitation ◽  
2011 ◽  
Vol 82 (12) ◽  
pp. e7
Author(s):  
Patrick Chow-In Ko ◽  
Ming-Tai Cheng ◽  
Edward Pei-Chuan Huang ◽  
Wen-Chu Chiang ◽  
Matthew Heui-Ming Ma
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Meta Analysis ◽  
Automated External Defibrillator ◽  
External Defibrillator

Abstract 19197: No Difference in Retention of BLS/AED Skills When Teaching Laypersons Using Four-stage and Two-stage Teaching Technique: A Randomized Comparison

Circulation ◽  
2015 ◽  
Vol 132 (suppl_3) ◽  
Author(s):  
Katrine Bjørnshave ◽  
Lise Q Krogh ◽  
Svend B Hansen ◽  
Mette A Nebsbjerg ◽  
Troels Thim ◽  
...  
Keyword(s):  
Chest Compression ◽  
Health Care Professionals ◽  
Pass Rate ◽  
Two Stage ◽  
Compression Depth ◽  
Training Technique ◽  
Resuscitation Training ◽  
Compression Cycle ◽  
Teaching Technique ◽  
Total Average

Introduction: The ability of laypersons to perform BLS/AED increases immediately after resuscitation training. Studies indicate that resuscitation skills rapidly decay after initial training, however it is unknown whether teaching technique influence retention of skill. Aim: To study the retention of BLS/AED skills three months after training when teaching laypersons using a four-stage and two-stage teaching technique. Methods: Laypersons (exclusion: health care professionals/students) were randomized to a standardized ERC BLS/AED courses using the four-stage teaching technique or to courses with the same content but modified to a two-stage teaching technique. Participants were tested in a simulated cardiac arrest scenario three months (±five days) after their course to assess retention of BLS/AED. Tests were video recorded and reviewed by two independent assessors blinded to training technique. Skills were assessed using the ERC BLS/AED assessment form. The primary endpoint was passing the test (17 out of 17 skills adequately performed). Results: A total of 160 participants were included in the study. No difference was found in pass rate immediately after training (diff. -1.6%; 95%CI -17.9%; 14.6%). There was no statistical difference in retention of BLS/AED skills (pass rate: both 11%, diff. -0.4%; 95%CI -28%-27%) three months after training . Total average skills adequately performed (of 17) were 13.7 versus 13.3 among laypersons trained with the four-stage (n=64) and the two-stage technique (n=64). No difference was found in number of chest compressions delivered per compression cycle (29±2.8 vs 30±3.1), chest compression rate (107±17 vs 108±19 minute-1), chest compression depth (46±11 vs 43±12 mm), number of effective rescue breaths between compression cycles (1.6±0.7 vs 1.6±0.5) and tidal volume (0.6±0.4 0.7±0.4 L). Conclusion: We found no difference in retention of BLS/AED skills among laypersons taught using a four-stage teaching technique compared to a two-stage teaching technique.

scholarly journals Development, validation and assessment of the test on knowledge about basic life support and use of automated external defibrillator among schoolchildren

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Vesna Borovnik Lesjak ◽  
Andrej Šorgo ◽  
Matej Strnad
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Statistical Significance ◽  
Automated External Defibrillator ◽  
Multiple Choice Questions ◽  
Chi Square ◽  
Before And After ◽  
Baseline Knowledge ◽  
Potential Improvement ◽  
External Defibrillator

Abstract Background Educating lay public can significantly strengthen the Chain of Survival after out of hospital cardiac arrest. Schoolchildren are an accessible population for learning basic life support (BLS) and use of an automated external defibrillator (AED) and can be regarded as multipliers of knowledge that can reach the whole population. This study aimed to develop and validate a test for examining levels of knowledge about BLS and AED among schoolchildren that can be used to uniformly present reliable data. Methods A knowledge test about BLS and AED consisting of 10 multiple-choice questions was developed and implemented before and after a 2-h BLS and AED course consisting of an interactive lecture and a practical workshop for 783 students in seventh and ninth grades of elementary schools in Maribor, Slovenia. Each question was analyzed and presented with descriptive statistics and educometric parameters (difficulty and discriminating indices). All variables were checked for normality with the Kolmogorov-Smirnov test and analyzed using non-parametric tests. Statistical significance of the differences in knowledge before and after intervention were calculated with chi-square statistics and effect sizes r are reported. Differences between genders, grades and previous attendance to BLS courses were compared using Mann – Whitney U test. The effect size was calculated from the Z score and reported as r value. Results After educometric analysis, questions were adjusted to meet the requirements of satisfactory functioning difficulty and discriminating indices (values between 0,40 and 0,60, and above 0,20, respectively). Only one question had to be eliminated due to inadequate difficulty and discriminating index (0,99 and 0,02, respectively). Measurement invariance across gender (p < 0,001), school grade (p < 0,001), and attendance to previous courses (p = 0,303) was assured. Conclusions A test for accurate and reliable measurement of knowledge of BLS and AED among schoolchildren was developed and validated. According to the findings it can now reliably be used to assess baseline knowledge and potential improvement in knowledge after a course on BLS and AED. Standardized data gathered with a validated tool can now be presented at legislative levels to promote BLS and AED courses implementation in school curricula.

Nurses are more efficient than doctors in teaching basic life support and automated external defibrillator in nurses

2009 ◽  
Vol 29 (2) ◽  
pp. 224-231 ◽  
Author(s):  
Theodoros Xanthos ◽  
Konstantinos A. Ekmektzoglou ◽  
Eleni Bassiakou ◽  
Eleni Koudouna ◽  
Dimitrios Barouxis ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Automated External Defibrillator ◽  
External Defibrillator

scholarly journals BASIC LIFE SUPPORT: KNOWLEDGE ASSESSMENT CONSIDERING THE ARTICULATION OF ACTIVE TEACHING STRATEGIES

2021 ◽  
Vol 30 ◽  
Author(s):  
Aline Roberta da Silva ◽  
Juliana da Siva Garcia Nascimento ◽  
Kleiton Gonçalves do Nascimento ◽  
Gabriel Andrés Segura Torres ◽  
Claúdia Carvalho Moreira Pinotti ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Basic Life Support ◽  
Life Support ◽  
Knowledge Development ◽  
Automated External Defibrillator ◽  
Active Teaching ◽  
Teaching And Learning Strategies ◽  
Post Test ◽  
External Defibrillator

ABSTRACT Objective: to assess the effect of an educational intervention called “Basic Life Support with the use of the automated external defibrillator” on knowledge development in Nursing professionals, considering the articulation of active teaching and learning strategies. Method: a quasi-experimental intervention study, without a control group and of before-and-after type, carried out with 113 nurses working in the Urgency and Emergency Network of an inland city in the state of São Paulo, through a course presented between March and June 2019 on cardiopulmonary resuscitation with Basic Life Support and use of automated external defibrillator. Three active teaching and learning strategies were articulated: inverted classroom, video lesson, and clinical simulation. Knowledge was assessed by applying a pre- and post-test, and the paired t test was used for the analysis. Results: the best performance regarding knowledge development was presented by the nurses from the hospital area, identifying a mean of 11.90 points in the pre-test and of 16.9 points in the post-test. In general, better scores of knowledge regarding Basic Life Support were obtained, evidenced by statistically significant results, with a p-value<0.001. Conclusion: the articulation of the adopted strategies can enhance knowledge development in Nursing regarding Basic Life Support in adult patients, due to the emphasis on the development of critical thinking, the encouragement of clinical judgment, reflective discussion and active participation of individuals in their learning process, factors that positively impact on the acquisition of the individuals' cognitive ability/knowledge.

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