Basic Life Support Resuscitation Research Articles

ASSESSMENT OF KNOWLEDGE ON FIRST AID AND BASIC LIFE SUPPORT AMONG FINAL YEAR UNDERGRADUATES AND INTERNS OF A TERTIARY MEDICAL COLLEGE HOSPITAL, KANCHIPURAM

Introduction: Every person should be aware of the skill of basic life support resuscitation (BLS) and its knowledge is vital for medical and paramedical personnel. Structured training & retraining is required for its efficient execution which is lacking in the current medical curriculum. Basic situation analysis regarding the student‟s knowledge regarding BLS is necessary to develop a effective training programme. Materials and Methods: A Cross sectional study was conducted among 248 final year UG students (n=142) and interns (n=106) of a Private medical college using a pre tested validated questionnaire. The questions were based on American Heart Association BLS Guidelines and basic first aid which consist of 20 questions . The correct responses were given 1 mark each and total was obtained for 20 marks. The knowledge of the study participants were then categorized into 4 groups (0-5=poor ; 6-10=fair ; 11-15=good; 16-20 = Excellent). The results were analysed using SPSS version - 21.0. Results: In this study 38.9% (n=96) showed excellent knowledge, 18.4% (n=46) showed fair knowledge on First aid/BLS, 22.5% (n = 56) showed good knowledge and rest 20.2% [n=50] were poor. About 15% (n=37) of Interns and 13% (n=32) of final year students had excellent knowledge of First aid/BLS and the difference between them was statistically significant.(p=0.002). While associating training with regards to knowledge of BLS 47% (n=117) showing good knowledge levels as opposed to 19.2%(n=48) among those who have not attended the training. (p=0.001). And associating training with regards to knowledge of first aid 66.5% (n=165) showing good knowledge levels as opposed to 32.3%(n=80) among who have not attended the training. (p=0.001) Conclusion: Knowledge of First aid and BLS was better among interns than final year undergraduates, with trained showing higher levels than the untrained.

A potential best practice of cardiopulmonary resuscitation training by peer education in schools. First experiences of a health educative program

Basic life support (BLS) teaching by peer-educators to school-age students was studied by evaluating their effectiveness. BLS resuscitation was taught by the internationally accepted four-stage skill teaching approach. The effectiveness of the training was followed by sociological measuring instruments (n = 91). Compared to the students' previous knowledge and attitudes about resuscitation, an increased willingness to adapt to an unexpected situation can be observed besides acquiring a reproducible method of CPR. The findings did not show significant age differences. Sensitivity and technical training in lay resuscitation is a successful educational process. The applied peer-education model is suitable for transferring resuscitation knowledge and skills. Orv Hetil. 2019; 160(46): 1816-1820.

ASSESSMENT OF LEVEL OF KNOWLEDGE OF BASIC LIFE SUPPORT ALGORITHM AMONG NURSING STAFF IN A TERTIARY CARE TEACHING HOSPITAL

Background: Cardiac arrests and accidents are the most common emergencies with grave consequences. These emergencies can be managed efficiently by proper knowledge and practice of resuscitation skills
 Methods: A cross-sectional Analytic study was conducted among the nursing staff. Data was collected using structured questionnaire which collected information regarding the basic demographic factors, knowledge regarding the BLS resuscitation.
 Results: 67.00% nursing staff had medium knowledge followed by 20.00% nursing staff had good knowledge and 13.00% nursing staff had poor knowledge.
 Conclusion: Awareness of Basic Life Support (BLS) among nurses staff is poor and needs to be improved.
 Keywords: BLS, Knowledge, Nursing staff, Knowledge

Evolution of arterial pressure and brain SrO2 during basic life support resuscitation in a translational model of cardiac arrest

Background and purpose: Tissue perfusion during Basic Life Support (BLS) resuscitation depends on hemodynamic support provided by chest compressions. However, it remains unclear how the ischaemia/reperfusion phenomena influences hemodynamic stability during prolonged BLS. We aimed to study the arterial pressures and brain tissue perfusion in a porcine model of cardiac arrest (CA) and BLS.

BLS resuscitation in avalanche victims is related to body position – A randomized single blinded mannequin study

Purpose of the study: Time-related asphyxia is the leading cause of death in completely buried avalanche victims. Time needed to extricate and to bring a buried victim into a position that allows basic life support (BLS) is unknown. The aim of the present study was to investigate the duration of extrication and the possibility to perform BLS in relation to the victim's body position under snow.

Comparative assessment of basic life support knowledge between professional nurses and nursing students

Background and Aim: It is equally important to highlight the necessity of teaching basic life support (BLS) to undergraduate nursing students so they can be equipped with BLS knowledge and skills to be able to handle critical cases during their training and in their future practice. This study aimed to assess the knowledge of BLS on the part of nursing professionals and students at the Arab American University of Jenin. It also sought to identify any link between BLS knowledge and such related factors as gender, age, education level, years of experience, etc. Materials and Methods: A cross sectional descriptive was conducted among 150 registered nurses from 4 governmental hospitals in districts covering the north, south and middle of Palestine, and 150 nursing students from the Arab-American University in Jenin in the period between 24 April 2017until 1 June 2017. Data was collected using a structured questionnaire developed by researchers and AHA BLS instructors, who are responsible for collecting information regarding basic knowledge on BLS resuscitation. Results: The result of this study acknowledges that registered nurses have higher average BLS knowledge score (56.7%) compared to nursing students at AAUJ (48.6%). Also, a highly significant difference between both groups in regards to BLS knowledge (p=0.001) was established. Conclusion: Nurses show a higher level of BLS knowledge than do nursing students. Evaluating knowledge in BLS theory and practice is necessary to mitigate possible disability or death caused by a time lag in resuscitation. The inclusion of BLS in nursing curriculum is essential.

Assessment of level of knowledge of basic life support algorithm among medical and nursing students in a tertiary care teaching hospital

Background: Every person should know about basic life support resuscitation (BLS) skill, but its knowledge is vital for medical and paramedical personnel. Structured training & retraining is required for its efficient execution which is lacking in the current medical curriculum. Basic situation analysis regarding the student’s knowledge regarding BLS is necessary to develop a effective training programme. Objective of the study was to assess the knowledge of BLS resuscitation algorithm among medical and nursing students of Medical College Kottayam, Kerala and to find whether there is any difference in the knowledge level of medical& nursing students about BLS. Methods: A cross-sectional Analytic study was conducted among the medical and nursing students of Govt. Medical College, Kottayam. 575 medical students and 236 nursing students who joined the course from 2010 -2013 were included in the study. Data was collected using structured questionnaire which collected information regarding the basic demographic factors, knowledge regarding the BLS resuscitation algorithm, their opinion regarding the causes of lack of knowledge & starting of a structured curse of BLS in their curriculum. Results: Median knowledge score was 7 with an inter-quartile range of 4. Average knowledge score was significantly higher among nursing students (8.5±2.8 Vs 6.6±2.5; p value-0.001). Highest knowledge level was seen among those who had seen the BLS previously (15.2% Vs 4.5%; p value- 0.001) or attended the BLS workshop previously (8.1% Vs7.3%; p value-0.001). Final year medical and first year nursing students were having higher knowledge as compared to other students. Conclusions: Knowledge regarding the BLS was less among the students of Government Medical College, Kottayam, Kerala, India nursing students were having higher knowledge than Medical students.

Comparison of Outcomes of Two Skills‐teaching Methods on Lay‐rescuers’ Acquisition of Infant Basic Life Support Skills

The objective was to determine if lay-rescuers' acquisition of infant basic life support (BLS) skills would be better when skills teaching consisted of videotaping practice and providing feedback on performances, compared to conventional skills-teaching and feedback methods. This pilot-exploratory, single-blind, prospective, controlled, randomized study was conducted on November 12, 2007, at the Rappaport Faculty of Medicine, Technion-Israel Institute of Technology, Haifa, Israel. The population under study consisted of all first-year medical students enrolled in the 2007-2008 year. BLS training is part of their mandatory introductory course in emergency medicine. Twenty-three students with previous BLS training were excluded. The remaining 71 were randomized into four and then two groups, with final allocation to an intervention and control group of 18 and 16 students, respectively. All the students participated in infant BLS classroom teaching. Those in the intervention group practiced skills acquisition independently, and four were videotaped while practicing. Tapes were reviewed by the group and feedback was provided. Controls practiced using conventional teaching and feedback methods. After 3 hours, all subjects were videotaped performing an unassisted, lone-rescuer, infant BLS resuscitation scenario. A skills assessment tool was developed. It consisted of 25 checklist items, grouped into four sections: 6 points for "categories" (with specific actions in six categories), 14 points for "scoring" (of accuracy of performance of each action), 4 points for "sequence" (of actions within a category), and 1 point for "order" of resuscitation (complete and well-sequenced categories). Two blinded expert raters were given a workshop on the use of the scoring tool. They further refined it to increase scoring consistency. The main outcome of the study was defined as evidence of better skills acquisition in overall skills in the four sections and in the specific skills sets for actions in any individual category. Data analysis consisted of descriptive statistics. Means and mean percentages were greater in the intervention group in all four sections compared to controls: categories (5.72 [95.33%] and 4.69 [92.66%]), scoring (10.57 [75.50%] and 7.41 [43.59%]), sequence (2.28 [57.00%] and 1.66 [41.50%]), and order of resuscitation (0.96 [96.00%] and 0.19 [19.00%]). The means and mean percentages of the actions (skill sets) in the intervention group were also larger than those of controls in five out of six categories: assessing responsiveness (1.69 [84.50%] and 1.13 [56.50%]), breathing technique (1.69 [93.00%] and 1.13 [47.20%]), chest compression technique (3.19 [77.50%] and 1.84 [46.00%]), activating emergency medical services (EMS) (3.00 [100.00%] and 2.81 [84.50%]), and resuming cardiopulmonary resuscitation (0.97 [97.00%] and 0.47 [47.00%]). These results demonstrate better performance in the intervention group. The use of videotaped practice and feedback for the acquisition of overall infant BLS skills and of specific skill sets is effective. Observation and participation in the feedback and assessment of nonexperts attempting infant BLS skills appeared to improve the ability of this group of students to perform the task.

Bupivacaine-induced Cardiac Arrest

Bupivacaine-induced Cardiac Arrest

Comparing 1997 Resuscitation Council (UK) recovery position with recovery position of 1992 European Resuscitation Council guidelines: a user’s perspective

Both the 1992 and the 1997 recovery positions were demonstrated to 100 employees attending for Basic Life Support resuscitation training at a district general hospital (Chesterfield and North Derbyshire Royal Hospital NHS Trust). They used both positions, experiencing being the first-aider and the casualty and then completed a closed questionnaire. The results were evaluated from this 100% response. In every aspect the 1992 or ‘How’ position was preferred both in terms of ease of use and comfort during the procedure by the majority of each sample group. In every comparison the 1992 position was preferred highly significantly, ( P<0.001) using chi-square statistical analysis.