scholarly journals Assessing Ventilation Skills by Nursing Students in Paediatric and Adult Basic Life Support: A Crossover Randomized Simulation Study Using Bag-Valve-Mask (BMV) vs Mouth-to-Mouth Ventilation (MMV)

2020 ◽  
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Age Groups ◽  
Training Session ◽  
The Other ◽  
Quasi Experimental ◽  
Cpr Quality ◽  
Cpr Training

To evaluate nursing students’ CPR skills using mouth-to-mouth (MMV) and bag-valve-mask (BMV) ventilation techniques on manikin simulators for infant and adult victims after practical and theoretical training. A quasi-experimental randomised cross-over design study with 44 nursing students was carried out. The participants attended a 5-hour theoretical and practical CPR training session using MMV and BMV on adult and infant manikins. A month later, four 4-minute CPR tests were performed in pairs. Two tests were performed on the infant manikin and two on the adult, using the two ventilation techniques (MMV and BMV). No significant differences between the tests were observed in the quality of chest compression (p > 0.008). Significantly higher values of effective ventilations were observed with MMV as compared with BMV in both age groups: Adult (MMV: 98 ± 7% / BMV: 84 ± 17% / p = 0.003) and Infant (MMV: 97 ± 11% / BMV: 76 ± 26% / p = 0.001). CPR quality was significantly higher when using MMV on the infant (68 ± 16%; p < 0.001) than in the other tests. The nursing students did not manage to master BMV with either victim. New complementary strategies to help them grasp the necessary BMV skills will be required.

scholarly journals Performing Simulated Basic Life Support without Seeing: Blind vs. Blindfolded People

2021 ◽  
Vol 18 (20) ◽  
pp. 10724
Author(s):  
Santiago Martínez-Isasi ◽  
Cristina Jorge-Soto ◽  
Roberto Barcala-Furelos ◽  
Cristian Abelairas-Gómez ◽  
Aida Carballo-Fazanes ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Training Session ◽  
Practical Training ◽  
Blind People ◽  
Compression Depth ◽  
Feedback Training ◽  
Simulation Scenario ◽  
Quasi Experimental

Previous pilot experience has shown the ability of visually impaired and blind people (BP) to learn basic life support (BLS), but no studies have compared their abilities with blindfolded people (BFP) after participating in the same instructor-led, real-time feedback training. Twenty-nine BP and 30 BFP participated in this quasi-experimental trial. Training consisted of a 1 h theoretical and practical training session with an additional 30 min afterwards, led by nurses with prior experience in BLS training of various collectives. Quantitative quality of chest compressions (CC), AED use and BLS sequence were evaluated by means of a simulation scenario. BP’s median time to start CC was less than 35 s. Global and specific components of CC quality were similar between groups, except for compression rate (BFP: 123.4 + 15.2 vs. BP: 110.8 + 15.3 CC/min; p = 0.002). Mean compression depth was below the recommended target in both groups, and optimal CC depth was achieved by 27.6% of blind and 23.3% of blindfolded people (p = 0.288). Time to discharge was significantly longer in BFP than BP (86.0 + 24.9 vs. 66.0 + 27.0 s; p = 0.004). Thus, after an adapted and short training program, blind people were revealed to have abilities comparable to those of blindfolded people in learning and performing the BLS sequence and CC.

scholarly journals Retracted: The effectiveness of basic life support training on nursing students’ knowledge and basic life support practices: a non-randomized quasi-experimental design

2020 ◽  
Vol 20 (2) ◽  
pp. 966-976
Author(s):  
Selmin Kose ◽  
Semiha Akin ◽  
Onur Mendi ◽  
Sonay Goktas
Keyword(s):  
Nursing Students ◽  
Experimental Design ◽  
Basic Life Support ◽  
Life Support ◽  
Skills Training ◽  
Convenience Sample ◽  
Undergraduate Nursing ◽  
Skill Scores ◽  
Quasi Experimental ◽  
Support Practices

This article has been retracted by the Editor as it has been published in a previous issue. Background: Provision of up-to-date information and skills training related to basic life support practices is very important for nursing students’ professional development and practitioner and education related roles. Objective: The purpose of the study was to examine the effectiveness of basic life support training on knowledge and practices among nursing students. Methods: A non-randomized quasi-experimental design (one group pre-test-post-test) was used in this study. The study was conducted in the laboratory of an undergraduate nursing school. The sample consisted of a convenience sample of 1st-year stu- dents enrolled in the undergraduate nursing class. The study sample consisted of 65 nursing students. Basic life support training included both theoretical and practical components. The students’ knowledge and practices were assessed before basic life sup- port training. Data were collected using the knowledge assessment questionnaire. The practical skills for basic life support were observed and assessed using a checklist. The pre- and post-assessment practice scores were compared. Results: After basic life support training, level of knowledge and practical skill scores were higher compared to pre-training scores (t= -12.442, p=0.000; t= -22.899, p=0.000). There was a significant and moderate association between the adult basic life support knowledge form scores and the adult basic life support practice assessment form scores obtained after the training (r = 0.39, p<0.01). Conclusion: The study showed that basic life support training improved knowledge and skills related to basic life support practices in nursing students. Periodic basic life support training is very important for competency in this area among nursing students. Keywords: Basic life support; training; nursing; students

scholarly journals Knowledge, Attitude and Practices of Undergraduate Medical and Nursing Students Regarding Basic Life Support Training

2020 ◽  
Vol 6 (2) ◽  
pp. 60-65
Author(s):  
Omar Nisar ◽  
◽  
Sameet Ahmed ◽  
Rida Tariq ◽  
Muneeba Arif ◽  
...  
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Training Session ◽  
Cross Sectional Study ◽  
Good Knowledge ◽  
P Value ◽  
Cross Sectional ◽  
The People ◽  
Life Saving

Objective: To assess and compare the Knowledge, Attitude, and Practices of Medical and Nursing Students regarding Basic Life Support Training Methodology: This cross-sectional study was done at the Shalamar Institute of Health Sciences, Lahore in a period of three months. Students from all years of MBBS and BS Nursing were taken as subjects. Participants satisfying inclusion criteria were requested to fill out a self-structured pre-tested questionnaire after informed consent. Data was analyzed using SPSS v.21. Results: There were 330 participants from MBBS and BS Nursing (50 from each class of MBBS and 20 from each class of BS Nursing). The age of participants ranged from 18 to 30 (Figure 1). Only 250 subjects had heard about BLS. Out of 330 participants, only 204 had good knowledge about BLS (Table 2) and 126 had poor knowledge of BLS where score of higher than 3 out of 7 was considered as good. Knowledge of Medical and Nursing students was compared and the p-value came out to be 0.088, which was considered insignificant. Only 34.5% of the participants had learned BLS by training and only 13.3% of the participants (Table 3) had practically done BLS. Most of the people gave no reason for not attending a training session for BLS. Conclusion: It was concluded that medical and nursing students had satisfactory knowledge of BLS and more attention was needed towards this important life-saving skill.

scholarly journals Students’ knowledge and attitudes toward basic life support

2021 ◽  
Vol 10 (3) ◽  
pp. 871
Author(s):  
Mysara Alfakey ◽  
Ahmed Alkarani
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Significant Proportion ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Healthcare Facilities ◽  
Medical Emergencies ◽  
Study Population ◽  
Cpr Training

<span lang="EN-US">Students spend a significant proportion of their day in colleges and healthcare facilities where they might experience medical emergencies, or unexpected accidents, that occur in these places. Nursing students are expected to play a key role in performing basic life support. This study is to evaluate knowledge, attitudes and training status with regard to basic life support (BLS). An online cross-sectional survey was conducted in Taif University, Saudi Arabia. 170 students agreed to fill out a questionnaire. The questions used in the questionnaire were prepared according to 2015 AHA guidelines. The majority of subjects (52.9%) reported that they had attended a BLS course. The mean age of the study population was 21.64 years. Previous CPR training had a significant effect on the correct responses (P &lt;0.01). This study found significant differences between the students observed: (58.3%) of students with previous BLS training felt capable of providing CPR to their fellow college students, compared to (42.7%) in the group without previous training (P =0.01). Importantly, over all subjects the attitude to learning on a BLS training course was positive. Inconclusions this study corroborates previous reports that the knowledge, skills and attitudes of trained students are better than those of untrained students.</span>

Assessing the quality of CPR performed by a single lifeguard, two lifeguards and a lifeguard with a bystander after water rescue: a quasi-experimental trial

2020 ◽  
pp. emermed-2018-207939 ◽  
Author(s):  
Shuang Li ◽  
Ting Kan ◽  
Zijian Guo ◽  
Chulin Chen ◽  
Li Gui
Keyword(s):  
Lower Percentage ◽  
Baseline Measurement ◽  
Compression Depth ◽  
Quasi Experimental ◽  
Water Rescue ◽  
Cpr Quality ◽  
Repeated Analysis ◽  
Cpr Training ◽  
The Impact

BackgroundHigh-quality cardiopulmonary resuscitation (CPR) could improve survival of drowning victims. The purpose of the study is to assess the impact of fatigue caused by water rescue on subsequent CPR quality and the influence of a bystander’s participation on CPR quality in a lifeguard rescue.MethodsThis was a simulated quasi-experimental study with a sample of 14 lifeguards and 13 laypersons. Each lifeguard performed 2 min single-rescuer CPR as baseline measurement. In three separate trials, a single lifeguard swam 50 m to perform a water rescue in a pool and returned with the manikin another 50 m. After each rescue, 10 min of CPR was performed by a single lifeguard, two lifeguards or a lifeguard with a layperson with no CPR training. Paired t-test and repeated analysis of variance were used to analyse CPR quality variables.ResultsBaseline CPR quality was adequate for most measures except compression depth and re-expansion. After water rescue, the single lifeguard trial showed no significant differences compared with baseline. CPR score and ventilation score of the single-lifeguard trial was higher than that of the lifeguard-bystander trial (p=0.027, p<0.001). Both the two-lifeguard trial (p=0.025), and lifeguard-bystander trial (p=0.010) had a lower percentage of breaths with correct ventilation volume and higher percentage of breaths with excessive ventilation volume (p=0.007, p=0.011, respectively) than the single-lifeguard trial. No-flow time of the lifeguard-bystander trial was longer than other trials (p<0.001).ConclusionsAlthough CPR given by the lifeguard was not optimal, fatigue generated by a water rescue has no impact on the quality of subsequent CPR performed by a trained lifeguard for 10 min. Untrained bystanders assisting in CPR in a drowning event is unlikely to be helpful.

Doctor-based Basic Cardiopulmonary Resuscitation Course: An Alternative to the Conventional Approach

2002 ◽  
Vol 17 (4) ◽  
pp. 209-212 ◽  
Author(s):  
Lam Kin-kwan ◽  
Lau Fei-lung ◽  
Chan Wai-kwong ◽  
Leung Kai-Shing ◽  
Chan Tsan-fai
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Basic Life Support ◽  
Life Support ◽  
Age Groups ◽  
Training Curriculum ◽  
Educational Levels ◽  
Bystander Cpr ◽  
Christian Hospital ◽  
Cpr Training ◽  
Hospital Cardiac Arrest

AbstractUnited Christian Hospital initiated a doctor-based cardiopulmonary resuscitation (CPR) Program. It is a two-hour, focused, adult CPR course, suitable for adults of different age groups and of different educational levels. The course was rated highly by the participants. Most trainees acquired CPR knowledge and skills, and had confidence to perform CPR. This type of training could improve the rate of bystander CPR for out-of-hospital cardiac arrest patients in this region. Avoiding the complexity and pass-fail psychology that is used in the traditional CPR training curriculum, it can be an alternative to the traditional four-hour instructor-based Basic Life Support (BLS) course.

scholarly journals Basic Life-Support Learning in Undergraduate Students of Sports Sciences: Efficacy of 150 Minutes of Training and Retention after Eight Months

2019 ◽  
Vol 16 (23) ◽  
pp. 4771 ◽  
Author(s):  
Silvia Aranda-García ◽  
Ernesto Herrera-Pedroviejo ◽  
Cristian Abelairas-Gómez
Keyword(s):  
Undergraduate Students ◽  
Basic Life Support ◽  
Life Support ◽  
Training Session ◽  
Skills Training ◽  
Hand Position ◽  
Professional Groups ◽  
Sports Science ◽  
Sports Sciences

Several professional groups, which are not health professionals, are more likely to witness situations requiring basic life support (BLS) due to the nature of their job. The aim of this study was to assess BLS learning after 150 min of training in undergraduate students of sports science and their retention after eight months. Participants trained on BLS (150-min session: 30 theory, 120 practice). After training (T1) and after 8 months (T2), we evaluated their performance of the BLS sequence and two minutes of cardiopulmonary resuscitation (CPR). At T1, the 23 participants presented a mean score of 72.5 ± 21.0% in the quality of the CPRs (compressions: 78.6 ± 25.9%, ventilation: 69.9 ± 30.1%). More than 90% of the participants acted correctly in each step of the BLS sequence. At T2, although the overall quality of the CPR performed did not decrease, significant decreases were observed for: correct hand position (T1: 98.2 ± 8.8, T2: 77.2 ± 39.7%), compression depth (T1: 51.4 ± 7.9, T2: 56.0 ± 5.7 mm), and compression rate. They worsened opening the airway and checking for breathing. In conclusions, participants learned BLS and good-quality CPR after the 150-min training session. At eight months they had good retention of the BLS sequence and CPR skills. Training on airway management and the position of the hands during CPR should be reinforced.

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

scholarly journals The transferability of handwriting skills: from the Cyrillic to the Latin alphabet

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Thibault Asselborn ◽  
Wafa Johal ◽  
Bolat Tleubayev ◽  
Zhanel Zhexenova ◽  
Pierre Dillenbourg ◽  
...  
Keyword(s):  
Experimental Situation ◽  
Recent Change ◽  
The Other ◽  
Fine Motor ◽  
Skills Transfer ◽  
Short Text ◽  
Latin Script ◽  
Quasi Experimental ◽  
Cross Lingual

AbstractDo handwriting skills transfer when a child writes in two different scripts, such as the Latin and Cyrillic alphabets? Are our measures of handwriting skills intrinsically bound to one alphabet or will a child who faces handwriting difficulties in one script experience similar difficulties in the other script? To answer these questions, 190 children from grades 1–4 were asked to copy a short text using both the Cyrillic and Latin alphabets on a digital tablet. A recent change of policy in Kazakhstan gave us an opportunity to measure transfer, as the Latin-based Kazakh alphabet has not yet been introduced. Therefore, pupils in grade 1 had a 6-months experience in Cyrillic, and pupils in grades 2, 3, and 4 had 1.5, 2.5, and 3.5 years of experience in Cyrillic, respectively. This unique situation created a quasi-experimental situation that allowed us to measure the influence of the number of years spent practicing Cyrillic on the quality of handwriting in the Latin alphabet. The results showed that some of the differences between the two scripts were constant across all grades. These differences thus reflect the intrinsic differences in the handwriting dynamics between the two alphabets. For instance, several features related to the pen pressure on the tablet are quite different. Other features, however, revealed decreasing differences between the two scripts across grades. While we found that the quality of Cyrillic writing increased from grades 1–4, due to increased practice, we also found that the quality of the Latin writing increased as well, despite the fact that all of the pupils had the same absence of experience in writing in Latin. We can therefore interpret this improvement in Latin script as an indicator of the transfer of fine motor control skills from Cyrillic to Latin. This result is especially surprising given that one could instead hypothesize a negative transfer, i.e., that the finger controls automated for one alphabet would interfere with those required by the other alphabet. One interesting side-effect of these findings is that the algorithms that we developed for the diagnosis of handwriting difficulties among French-speaking children could be relevant for other alphabets, paving the way for the creation of a cross-lingual model for the detection of handwriting difficulties.

Sign in / Sign up

Export Citation Format

Share Document