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

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.

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

BioMed Research International ◽

10.1155/2019/1394972 ◽

2019 ◽

Vol 2019 ◽

pp. 1-5 ◽

Cited By ~ 1

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.

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Abstract 19242: No Difference in Skill Acquisition and Retention When Teaching Laypersons Recovery Position Using Four-stage and Two-stage Teaching Technique: A Randomized Comparison

Circulation ◽

10.1161/circ.132.suppl_3.19242 ◽

2015 ◽

Vol 132 (suppl_3) ◽

Author(s):

Katrine Bjørnshave ◽

Lise Q Krogh ◽

Svend B Hansen ◽

Mette A Nebsbjerg ◽

Stinne E Rasmussen ◽

...

Keyword(s):

Skill Acquisition ◽

Head Tilt ◽

European Resuscitation Council ◽

Two Stage ◽

Airway Patency ◽

Resuscitation Guidelines ◽

Teaching Technique ◽

Separate Step ◽

Spontaneously Breathing ◽

Total Average

Introduction: Resuscitation guidelines recommend that unconscious and spontaneously breathing persons are placed in the recovery position to secure airway patency. Techniques for teaching the recovery position require evaluation. Aim: To evaluate acquisition and retention of recovery position skills among laypersons taught using a four-stage and two-stage teaching technique. Methods: Laypersons were randomized to a standardized European Resuscitation Council (ERC) courses in BLS/AED including training in recovery position using a four-stage teaching technique compared to modified course with the same content using a two-stage teaching technique. Participants were tested immediately after training and three months (±five days) later to assess acquisition and retention of recovery position skills. Tests were video recorded and reviewed by two assessors blinded to teaching technique. A skill checklist in accordance with the ERC guidelines representing the eight steps of the recovery position was used. The primary endpoint was passing the test (8 out of 8 skills). Result: In total, 160 participants were included. Total average number of steps of eight performed correctly was 7.3±1.0 (n=70) vs 7.1±1.1 (n=72) (p=0.5) immediately after the course and 4.1 ±2.3 (n=64) vs 3.8 ±2.3 (n=64) (p=0.4) three month later when using the four-stage and the two-stage technique, respectively. Correct final recovery position was obtained by 91% vs 93% immediately after the course and 49% vs 42% three month later. Each separate step of the recovery position is shown in Table 1. Conclusion: There was no difference in skill acquisition and retention when teaching laypersons recovery position using the four-stage and two-stage teaching technique. There was a marked decrease in skill level three months after training, particularly keeping the airway patent by head tilt and checking breathing regularly in both groups.

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Automated Audiovisual Feedback in Cardiopulmonary Resuscitation Training: Improving Skills in Pediatric Intensive Care Nurses

Critical Care Nurse ◽

10.4037/ccn2018490 ◽

2018 ◽

Vol 38 (5) ◽

pp. 59-66

Author(s):

Robert Bishop ◽

Brian Joy ◽

Melissa Moore-Clingenpeel ◽

Tensing Maa

Keyword(s):

Cardiopulmonary Resuscitation ◽

Health Care Professionals ◽

Life Support ◽

Target Range ◽

Compression Rate ◽

Improvement Program ◽

High Quality ◽

Median Percentage ◽

Compression Depth ◽

Resuscitation Training

Background High-quality cardiopulmonary resuscitation is associated with improved survival and neurological outcomes after cardiac arrest. Unfortunately, health care professionals frequently do not perform resuscitation within guidelines after life-support training. Objectives To determine if brief intermittent training in cardiopulmonary resuscitation could improve nurses’ skills to perform high-quality resuscitation 70% or more of the time during 2 minutes of cardiopulmonary resuscitation after 3 training sessions. Methods In a prospective single-center quality improvement program, pediatric critical care nurses had monthly training in cardiopulmonary resuscitation. A portable manikin/defibrillator with a chest compression sensor was used to provide corrective audiovisual feedback to optimize resuscitation skills. Resuscitation was practiced on an adult manikin. Target goals were compression depth 2 in or greater at a compression rate of 100/min to 120/minute. Percentage of time in the target range and mean compression depth and rate were recorded. Data were collected every other month. The percentage of time both compression rate and depth were in the target range was compared among nurses with different total numbers of training sessions. Results Of the 62 nurses who participated in the training, 48 had data collected. The median percentage of time in the target range improved from 29% with no training to 46% after 1 session, 54% after 2 sessions, 68% after 3 sessions, and 74% after 4 sessions (P = .001). Compression depth increased with the number of training sessions (P = .002). Conclusions This training program in cardiopulmonary resuscitation yielded significant skill improvement and retention.

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Advantage and Limitation of Using a Visual Feedback Device during Cardiopulmonary Resuscitation Training

Prehospital and Disaster Medicine ◽

10.1017/s1049023x19005223 ◽

2020 ◽

Vol 35 (1) ◽

pp. 104-108

Author(s):

Chan Woong Kim ◽

Je Hyeok Oh

Keyword(s):

Cardiopulmonary Resuscitation ◽

Visual Feedback ◽

Chest Compression ◽

Educational Strategy ◽

Compression Depth ◽

Trade Off ◽

Resuscitation Training ◽

Before And After ◽

Cpr Training

AbstractIntroduction:Recent cardiopulmonary resuscitation (CPR) guidelines recommend the use of CPR prompt/feedback devices during CPR training because it can improve the quality of CPR.Problem:Chest compression depth and full chest recoil show a trade-off relationship. Therefore, achievement of both targets (adequate chest compression depth and full chest recoil) simultaneously is a difficult task for CPR instructors. This study hypothesized that introducing a visual feedback device to the CPR training could improve the chest compression depth and ratio of full chest recoil simultaneously.Methods:The study investigated the effects of introducing a visual feedback device during CPR training by comparing the results of skill tests before and after introducing a visual feedback device. The results of skill tests from 2016 through 2018 were retrospectively reviewed. The strategy of emphasizing chest compression depth was implemented during the CPR training in 2017, and a visual feedback device was introduced in 2018. The interval between the CPR training and skill tests was seven days. Feedback was not provided during the skill tests.Results:In total, 159 students completed skill tests. Although the chest compression depth increased significantly from 50 mm (42–54) to 60 mm (59–61) after emphasizing chest compression depth (P < .001), the ratio of full chest recoil decreased simultaneously from 100% (100–100) to 81% (39–98; P < .001). The ratio of full chest recoil increased significantly from 81% (39–98) to 95% (77–100) after introducing a visual feedback device (P = .018). However, the students who did not achieve 80% of the ratio of full chest recoil remained significantly higher than in 2016 (1% in 2016, 49% in 2017, and 27% in 2018; P < .001).Conclusions:Although introducing a visual feedback device during CPR training resulted in increasing the ratio of full chest recoil while maintaining the adequacy of chest compression depth, 27% of the students still did not achieve 80% of the ratio of full chest recoil. Another educational strategy should be considered to increase the qualities of CPR more completely.

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04 / QCPR Feedback Trial: Using a feedback device improves chest compression quality during randomized pediatric resuscitation training

10.26226/morressier.5b167c247ef9b2002e4dfa40 ◽

2018 ◽

Author(s):

Michael Wagner

Keyword(s):

Chest Compression ◽

Feedback Trial ◽

Pediatric Resuscitation ◽

Resuscitation Training

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Effect of the Use of Metronome Feedback on the Quality of Pediatric Cardiopulmonary Resuscitation

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18158087 ◽

2021 ◽

Vol 18 (15) ◽

pp. 8087

Author(s):

Dongjun Yang ◽

Wongyu Lee ◽

Jehyeok Oh

Keyword(s):

Cardiopulmonary Resuscitation ◽

Chest Compression ◽

Healthcare Providers ◽

Compression Rate ◽

Audio Feedback ◽

Simple Method ◽

Compression Depth ◽

Pediatric Resuscitation ◽

Cpr Quality

Although the use of audio feedback with devices such as metronomes during cardiopulmonary resuscitation (CPR) is a simple method for improving CPR quality, its effect on the quality of pediatric CPR has not been adequately evaluated. In this study, 64 healthcare providers performed CPR (with one- and two-handed chest compression (OHCC and THCC, respectively)) on a pediatric resuscitation manikin (Resusci Junior QCPR), with and without audio feedback using a metronome (110 beats/min). CPR was performed on the floor, with a compression-to-ventilation ratio of 30:2. For both OHCC and THCC, the rate of achievement of an adequate compression rate during CPR was significantly higher when performed with metronome feedback than that without metronome feedback (CPR with vs. without feedback: 100.0% (99.0, 100.0) vs. 94.0% (69.0, 99.0), p < 0.001, for OHCC, and 100.0% (98.5, 100.0) vs. 91.0% (34.5, 98.5), p < 0.001, for THCC). However, the rate of achievement of adequate compression depth during the CPR performed was significantly higher without metronome feedback than that with metronome feedback (CPR with vs. without feedback: 95.0% (23.5, 99.5) vs. 98.5% (77.5, 100.0), p = 0.004, for OHCC, and 99.0% (95.5, 100.0) vs. 100.0% (99.0, 100.0), p = 0.003, for THCC). Although metronome feedback during pediatric CPR could increase the rate of achievement of adequate compression rates, it could cause decreased compression depth.

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Investigation of the component exergy efficiencies of a two stage vapour compression cycle

International Journal of Exergy ◽

10.1504/ijex.2018.093899 ◽

2018 ◽

Vol 27 (1) ◽

pp. 43

Author(s):

Sertac Samed Seyitoglu ◽

Ali Kilicarslan

Keyword(s):

Two Stage ◽

Compression Cycle ◽

Vapour Compression

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Recognition of Abnormal Chest Compression Depth Using One-Dimensional Convolutional Neural Networks

Sensors ◽

10.3390/s21030846 ◽

2021 ◽

Vol 21 (3) ◽

pp. 846

Author(s):

Liang Zhao ◽

Yu Bao ◽

Yu Zhang ◽

Ruidong Ye ◽

Aijuan Zhang

Keyword(s):

Chest Compression ◽

Sensor Data ◽

Evaluation Procedure ◽

Support Vector ◽

Portable Devices ◽

Sensor Signal ◽

Distance Measurements ◽

Compression Depth ◽

One Dimensional ◽

Starting Point

When the displacement of an object is evaluated using sensor data, its movement back to the starting point can be used to correct the measurement error of the sensor. In medicine, the movements of chest compressions also involve a reciprocating movement back to the starting point. The traditional method of evaluating the effects of chest compression depth (CCD) is to use an acceleration sensor or gyroscope to obtain chest compression movement data; from these data, the displacement value can be calculated and the CCD effect evaluated. However, this evaluation procedure suffers from sensor errors and environmental interference, limiting its applicability. Our objective is to reduce the auxiliary computing devices employed for CCD effectiveness evaluation and improve the accuracy of the evaluation results. To this end, we propose a one-dimensional convolutional neural network (1D-CNN) classification method. First, we use the chest compression evaluation criterion to classify the pre-collected sensor signal data, from which the proposed 1D-CNN model learns classification features. After training, the model is used to classify and evaluate sensor signal data instead of distance measurements; this effectively avoids the influence of pressure occlusion and electromagnetic waves. We collect and label 937 valid CCD results from an emergency care simulator. In addition, the proposed 1D-CNN structure is experimentally evaluated and compared against other CNN models and support vector machines. The results show that after sufficient training, the proposed 1D-CNN model can recognize the CCD results with an accuracy rate of more than 95%. The execution time suggests that the model balances accuracy and hardware requirements and can be embedded in portable devices.

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