Abstract
ABSTRACT Objective: To evaluate the effectiveness of training in cardiopulmonary resuscitation using realistic simulation as a subsidy to plan an emergency training program for healthcare professors.. Methods: Quasi-experimental research, whose intervention was the theoretical and practical training and the outcome was the level of knowledge about the guidelines for cardiopulmonary resuscitation, involving 22 professors of health courses from two universities in Sao Paulo, Brazil. The tests were applied in different periods to identify changes after training, both in assessing the quality of training method used, the absorption and relevance of the strategy. Results: There was statistical significance of the success rate between the first and the second test only in the theoretical training, and this result remained after the practical training and realistic simulation, regardless of the professor’s area of expertise. Forty-nine percent (49%) of correct answers were found in a pretest before training, 88% after the theoretical stage and 80% after the third and final period. Conclusion: the number of correct answers between the first and second test increased more significantly and remained in the third test, demonstrating that the strategy of teaching with demonstrative lecture and especially the practicing stage by using realistic simulations were effective, as the practical stage was carried out after 15 days of theoretical training. Keywords: Cardiac Arrest; Cardiopulmonary Resuscitation; Simulated Training.
Highlights
The results generally showed low level of correct answers in the pre-test, which may relate to the time when those professors completed college and did not update more on this subject and to the fact that most of them were not working in scenarios that face this kind of situation
The study found that the training was effective, demonstrating significant increase between the pretest and post-test I, which remained in the post-test II, showing that the teaching strategy with theoretical and demonstrative class, especially the practice stage using realistic simulations, was effective, since the practical stage was carried out 15 days after the theoretical stage, with a significant increase in the percentage of correct answers between the tests
The assessment of learning through the objective structured clinical examination (OSCE) allowed to the evaluators to identify more accurately all aspects involved in the simulated service run by the participants, proving to be a useful tool to identify performance in specific clinical tasks
Summary
Cardiopulmonary arrest (CPA) leads to a sudden and unexpected condition of absolute deficiency of tissue oxygenation, either circulatory inefficiency or cessation of respiratory activity [1,2,3],and even in situations of great service to the CPA, time is an important variable, and it is estimated that every minute the individual remains in CPA, 10% of survival probability is lost [4].With the progressive increase in the frequency of CPA, there are estimates of around 200,000 CPA cases per year [2, 5,6], highlighting the importance of the ability of health professionals or lay people to use properly their knowledge and ability to perform cardiopulmonary resuscitation (CPR) [6,7]. The guidelines of the American Heart Association (AHA) and European Resuscitation [3, 9] were developed for lay people and healthcare professionals to perform CPR properly [3, 9,10]. In this way, the resuscitation maneuvers are updated every five years so that they can be increasingly effective and simple to perform. It is necessary that first rescuers are aware of those changes so that the resuscitation is successful [3, 9, 11]
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