Retention Of Basic Life Support Skills Research Articles

Early or late booster for basic life support skill for laypeople: a simulation-based randomized controlled trial.

Retention of skills and knowledge has been shown to be poor after resuscitation training. The effect of a "booster" is controversial and may depend on its timing. We compared the effectiveness of an early versus late booster session after Basic Life Support (BLS) training for skill retention at 4months. We performed a single-blind randomized controlled trial in a simulation environment. Eligible participants were adult laypeople with no BLS training or practice in the 6months prior to the study. We provided participants with formal BLS training followed by an immediate BLS skills post-test. We then randomized participants to one of three groups: control, early booster, or late booster. Based on their group allocation, participants attended a brief BLS refresher at either 3weeks after training (early booster), at 2months after training (late booster), or not at all (control). All participants underwent a BLS skills retention test at 4 months. We measured BLS skill performance according to the Heart and Stroke Foundation's skills testing checklist for adult CPR and the use of an automated external defibrillator. A total of 80 laypeople were included in the analysis (control group, n = 28; early booster group, n = 23; late booster group, n = 29). The late booster group achieved better skill retention (mean difference in checklist score at retention compared to the immediate post-test = - 0.8 points out of 15, [95% CI - 1.7, 0.2], P = 0.10) compared to the early booster (- 1.3, [- 2.6, 0.0], P = 0.046) and control group (- 3.2, [- 4.7, - 1.8], P < 0.001). A late booster session improves BLS skill retention at 4months in laypeople. NCT02998723.

Abstract 139: Does Simplification of Guidelines Improve Retention of BLS Skills 3 Months After Training?

Background: The European Resuscitation Council (ERC) 2015 basic life support (BLS) guidelines introduced a simplified algorithm compared to the ERC 2010 BLS guidelines. This was intended to improve adherence to guidelines and retention of skills. This study aimed to compare the retention of BLS skills 3 months after training using the ERC 2010 or 2015 guidelines. Methods: This was an observational study including video recordings of laypersons being skill tested 3 months after participation in a standardized ERC BLS/AED course using either the ERC 2010 guidelines or the simplified ERC 2015 guidelines. The endpoints were 1) remembering the correct sequence of BLS/AED algorithm, 2) remembering the correct sequence of the BLS/AED algorithm and performing all skills correctly, 3) time to: emergency medical service (EMS) call, first compression, and shock delivery. Results: We analyzed videos of 133 laypersons skill tested 3 months after initial training; 64 trained using the 2010 guidelines (mean ±standard deviation (SD) age: 40 ±11 years, male sex: 19 (30%)) and 69 trained using the 2015 guidelines (age: 44 ±10 years, male sex: 36 (52%)). Participants in the 2015 guidelines group improved the retention of the BLS/AED algorithm compared to the 2010 guidelines group (29 (42%) vs. 10 (16%), relative risk (RR): 2.7 (95% confidence interval (CI): 1.4 - 5.1) P=0.001). Both BLS/AED algorithm and all skills were correctly performed by 13 (19%) vs. 3 (5%) (RR: 4.0 (95% CI: 1.2 - 13.5) P=0.01) in the 2015 and 2010 groups respectively. No significant difference was found in time to EMS call (difference: 3 sec (95% CI: -2 - 9 sec) P=0.27), time to first compression (difference: 4 sec, (95% CI: -3 - 10 sec) P=0.28), and time to first shock (difference: 4 sec (95% CI: -5 - 14 sec) P=0.33) between the groups. Conclusion: BLS/AED training using ERC 2015 guidelines was associated with better skill retention compared to training using ERC 2010 guidelines. There was no difference in time to EMS call, first compression, or shock delivery.

Targeting relatives: Impact of a cardiac rehabilitation programme including basic life support training on their skills and attitudes.

Training families of patients at risk for sudden cardiac death in basic life support (BLS) has been recommended, but remains challenging. This research aimed to determine the impact of embedding resuscitation training for patients in a cardiac rehabilitation programme on relatives' BLS skill retention at six months. Intervention community study. Relatives of patients suffering acute coronary syndrome or revascularization enrolled on an exercise-based cardiac rehabilitation programme were included. BLS skills of relatives linked to patients in a resuscitation-retraining programme (G-CPR) were compared with those of relatives of patients in a standard programme (G-Stan) at baseline, following brief instruction and six months after. Differences in skill performance and deterioration and self-perceived preparation between groups over time were assessed. Seventy-nine relatives were included and complete data from 66 (G-Stan=33, G-CPR=33) was analysed. Baseline BLS skills were equally poor, improved irregularly following brief instruction and decayed afterwards. G-CPR displayed six-month better performance and lessened skill deterioration over time compared with G-Stan, including enhanced compliance with the BLS sequence ( p = 0.006 for group*time interaction) and global resuscitation quality ( p = 0.007 for group*time interaction). Self-perceived preparation was higher in G-CPR ( p = 0.002). Relatives of patients suffering acute coronary syndrome or revascularization enrolled on a cardiac rehabilitation programme showed poor BLS skills. A resuscitation-retraining cardiac rehabilitation programme resulted in relatives' higher BLS awareness, skill retention and confidence at six months compared with the standard programme. This may suggest a significant impact of this formula on the family setting and support the active role of patients to enhance health education in their environment.

Performance and retention of basic life support skills improve with a peer-led training program

Background and purposePharmacy students’ performance and retention of Basic Life Support (BLS) skills were evaluated 120 days after completion of a peer-led BLS training program. Educational activity and settingThis was a single-center, parallel group, observational study. Doctor of pharmacy (PharmD) students in their third professional year completed a peer-led BLS training program (n = 148) and participated in a high-fidelity mannequin simulation activity 120 days later. Students were randomly assigned to rapid response teams (n = 24) of five to six members and the American Heart Association's standardized form for BLS assessment was used to assess BLS skills performance. The performance of skills was compared to that of students two years prior to the implementation of the peer-led BLS program. Findings and discussionStudents who received peer-led BLS training demonstrated retention of BLS skills 120 days after the BLS training program. The teams also displayed significant improvement of the skills evaluated when compared to student teams prior to implementation of the peer-led training (n = 22). Improvement was demonstrated for assessment of responsiveness (96% vs. 41%, p < 0.001), assessment for breathing (100% vs. 32%, p < 0.001), assessment for pulse (96% vs. 36%, p < 0.001), and administration of appropriate ventilation (100% vs. 32%, p < 0.001). Numerical superiority was exhibited for high-quality cardiopulmonary resuscitation (CPR) initiation by teams who received peer-led training (100% vs. 86%, p = 0.101). SummaryStudents who received peer-led BLS training demonstrated significant improvement in BLS skills performance and retention 120 days after the training program. Data suggests that peer-led BLS training can improve student BLS skills performance and retention.

Introduction and perceived effectiveness of a novel skillmeter training programme for training in basic life supportStatus: PendingCategory: Basic Life Support

Purpose of the study: A number of teaching adjuncts have been developed for use in basic life support (BLS) tuition, including fully-body sensor-equipped computerised Skillmeter Resusci Anne™ manikins. Their use is known to enhance trainees’ acquisition and retention of BLS skills. However, minimal focus has been placed on methods to implement their use effectively, and little is known about their effect on the development and confidence of instructors. We therefore sought both to describe the introduction of a Skillmeter-based training programme and to analyse its perceived effect on the performance of both trainers and trainees.

Basic life support skill retention of medical interns and the effect of clinical experience of cardiopulmonary resuscitation

ObjectiveTo investigate the level of basic life support (BLS) skill retention of medical interns 6 and 12 months after BLS education and analyse the correlation between clinical experience of cardiopulmonary...

Basic life support skill retention by medical students: a comparison of two teaching curricula

AimIn December 2005 the new guidelines for resuscitation were released and a new curriculum for the teaching of basic life support (BLS) was adopted. The aim of the present study...

Skill retention in adults and in children 3 months after basic life support training using a simple personal resuscitation manikin

As 70-80% of cardiac arrests occur at home, widespread training is needed to increase the likelihood of basic life support (BLS) being performed before the arrival of Emergency Medical Services personnel. Teaching BLS in public schools has been recommended to achieve this. To compare BLS skill retention in school children with adults when using a simple personal resuscitation manikin. The MiniAnne (Laerdal Medical, Norway) was distributed to 76 pupils (age 12-14 years) in three public schools and to 194 employees (age 22-51 years) in an insurance company. Using the enclosed DVD, the participants carried out a 24 min BLS course and took home the manikin for subsequent self-training. After 3 months, skill retention was assessed using the ResusciAnne and the PC Skill reporting System 2.0 (Laerdal Medical, Norway) in a 5 min test. A combined score ranging from 12 to 52 points was calculated and in addition, 12 different variables were compared. The combined score was significantly higher in adults (35 points versus 32 points, P=0.0005). The adults performed significantly better than the children in all but four variables. 'Ventilation-compression ratio' and 'hand-position' were not significantly different. The children performed significantly better in the variables 'total compressions' (median 199 versus 154, P=0.0003), and 'hands-off time' (median 158.5s versus 188.5s, P<0.0001). Three months after a BLS course, adults had higher overall BLS skill retention scores than school children when using a simple personal resuscitation manikin.

An evaluation of objective feedback in basic life support (BLS) training

Studies show that acquisition and retention of BLS skills is poor, and this may contribute to low survival from cardiac arrest. Feedback from instructors during BLS training is often lacking. This study investigates the effects of continuous feedback from a manikin on chest compression and ventilation techniques during training compared to instructor feedback alone. A prospective randomised controlled trial. First-year healthcare students at the University of Birmingham were randomised to receive training in standard or feedback groups. The standard group were taught by an instructor using a conventional manikin. The feedback group used a 'Skillreporter' manikin, which provides continuous feedback on ventilation volume and chest compression depth and rate in addition to instructor feedback. Skill acquisition was tested immediately after training and 6 weeks later. Ninety-eight participants were recruited (conventional n=49; Skillreporter n=49) and were tested after training. Sixty-six students returned (Skillreporter n=34; conventional n=32) for testing 6 weeks later. The Skillreporter group achieved better compression depth (39.96mm versus 36.71mm, P<0.05), and more correct compressions (58.0% versus 40.4%, P<0.05) at initial testing. The Skillreporter group also achieved more correct compressions at week 6 (43.1% versus 26.5%, P<0.05). This study demonstrated that objective feedback during training improves the performance of BLS skills significantly when tested immediately after training and at re-testing 6 weeks later. However, CPR performance declined substantially over time in both groups.