Basic Life Support Training Program Research Articles

Effectiveness of Basic Life Support Training Program for Knowledge and Skills of Primary School Teachers: A Quasi-experimental Study

CCardiac arrest outside of hospitals is a leading cause of hospitalization and mortality. Schools are ideal settings to teach individuals basic life support, and teachers should be involved in basic life support training. This two-group quasi-experimental with pre-posttest study aimed to examine the effectiveness of the Basic Life Support Training Program, designed by nurses, for knowledge and skills for basic life support of primary school teachers. The participants comprised 60 primary school teachers purposively selected from two primary schools in central Thailand. They were divided into experimental (n = 30) and control (n = 30) groups. Data were collected using the Demographic and Health Data Form, Basic Life Support Knowledge Questionnaire, and Basic Life Support Skills Questionnaire and analyzed with descriptive statistics and independent and paired t-tests.From the results, immediately after the program, the mean scores of basic life support knowledge and skills of the program participants were significantly higher than those in the control group. After the program, the experimental group’s mean score of basic life support knowledge and skills was higher than before. The Basic Life Support Training Program effectively improves knowledge and skills for providing basic life support to primary school teachers. School nurses can be trained to use this program to improve basic life support skills among primary school teachers. However, long-term follow-up is needed to determine the sustainability of both knowledge and skills by measuring actual practice skills in basic life support.

Impact of Basic Life Support Training Program among Saudi Primary School Teachers in Riyadh

Introduction: Basic Life Support (BLS) training plays a crucial role in equipping individuals to provide immediate emergency care until medical help is available. In the school setting, where injuries are common among students, teachers serve as primary caregivers and first responders. This study aimed to assess the impact of BLS training on the resuscitation knowledge and skills of primary school teachers in Riyadh, Saudi Arabia.Methods: A randomized interventional trial was conducted with 48 primary school teachers, aged 23 to 50 years. After providing a concise BLS training program, participants completed a pre-and post-test questionnaire assessing their understanding of resuscitation techniques. Descriptive statistics and chi-square tests were used for data analysis.Results: Before the BLS training, the participants demonstrated limited knowledge and skills in resuscitation techniques. For instance, only 20.8% correctly identified the ideal compression depth, and 33.3% were unsure about the ideal steps for Basic Life Support. However, after the training, a significant improvement was observed in participants' knowledge and skills, with a higher percentage answering correctly in the post-training questionnaire (e.g., 87.5% correctly identified the recommended compression rate, and 75% accurately identified the ideal steps for Basic Life Support). Conclusion: This study highlights the positive impact of BLS training on the resuscitation knowledge and skills of primary school teachers in Riyadh. Primary school teachers can enhance emergency response capabilities and contribute to student safety, by providing teachers with the necessary knowledge and practical skills. These findings emphasize the importance of implementing targeted training programs in schools to improve resuscitation education for teachers.

A Comparative Study of Doctors and Nurses Regarding the Knowledge, Attitude and Practice of Basic Life Support in Tertiary Care Hospitals of Peshawar

Background: Basic Life Support (BLS) is a critical skill set for healthcare providers, enabling them to offer immediate assistance in cardiac emergencies. In Peshawar, Pakistan, the knowledge, attitude, and practice of BLS among doctors and nurses in tertiary care hospitals have not been extensively studied, despite the region's significant healthcare demands. Understanding these aspects can inform targeted improvements in BLS training and preparedness. Objective: This study aimed to evaluate and compare the knowledge, attitudes, and practices regarding BLS among doctors and nurses working in tertiary care hospitals in Peshawar, identifying gaps and areas for enhancement. Methods: A comparative cross-sectional study was conducted from July to October 2023. The sample comprised 249 healthcare professionals (102 doctors and 147 nurses) selected through convenience sampling. Participants were assessed using a validated questionnaire adapted from previous research, covering demographics, knowledge, attitude, and practice related to BLS. Data analysis utilized SPSS version 27, with descriptive statistics summarizing demographics, and inferential statistics (independent samples T-test) examining associations between knowledge levels and demographic variables. Results: The majority of participants were aged 26 to 30 years (47.4%), with nurses representing 59% of the sample. Knowledge assessment showed that 86.3% correctly identified the BLS abbreviation, but only 10.8% knew the correct first response for an unresponsive individual on the road. About 33.3% of participants displayed poor knowledge, with 49.0% demonstrating average knowledge. In practice scenarios, 56.2% exhibited poor practice. No significant differences were found in knowledge and practice based on gender or experience. Conclusion: The study highlights significant gaps in BLS knowledge and practice among healthcare providers in Peshawar's tertiary care hospitals, despite generally positive attitudes towards BLS. The findings underscore the need for enhanced BLS training programs, emphasizing practical skills and regular updates to guidelines. Addressing these educational gaps is crucial for improving patient outcomes in cardiac emergencies.

Pilot Training Program on Hands-Only CPR and Choking First Aid for Frontline Police Responders in Rural Nepal.

Basic life support (BLS) is an emergency skill that includes performing appropriate cardiopulmonary resuscitation (CPR). Out-of-hospital cardiac arrest (OHCA) is a leading cause of mortality worldwide and is rising in Nepal. After an OHCA event, a bystander starting CPR quickly has been shown to increase the survival rate. While the Nepali police are generally the first responders to emergencies in rural parts, they are not trained in BLS. This program assesses a pilot training of hands-only CPR and choking first aid to the Nepal Police and Nepal Army participants in rural Nepal. A community-based nonprofit organization, HAPSA-Nepal, coordinated with local government to pilot this program. The program included pre- and post-tests, lectures, videos, and small group hands-on exercises; facilitators included faculty emergency physicians, residents, and medical officers. Structured pre- andp post-test questionnaires, confidence surveys, and skills checklists were conducted. Descriptive analysis examined the respondent's characteristics, and paired t-test was used to compare pretest and post-test scores. A total of 126 participants received the training in this pilot phase. Prior to this training, 98.4% of the participants had not received any CPR training, and 100% of the participants had not received training on first aid for choking. The average pretest score was 4.4 with 95% CI ± 1.75, and the average post-test score was 8.06 with 95% CI ± 1.73 (out of a total of 11). All participants passed the skills assessment. Locally adapted BLS training programs that included hands-only CPR and choking first aid showed a significant knowledge gain and skills competence among the frontline participants.

Real-time feedback in basic nursing education: Evaluation of basic life support training programs

Real-time feedback in basic nursing education: Evaluation of basic life support training programs

Basic Life Support Training Program for University Nursing Students

Basic Life Support Training Program for University Nursing Students

Implementation of basic life support education for the lay public in China: barriers, enablers, and possible solutions.

Education for the lay public in basic life support (BLS) is critical for increasing bystander cardiopulmonary resuscitation (CPR) rates and improving survival from out-of-hospital cardiac arrest (OHCA). Despite years of implementation, the BLS training rate in China has remained modest. The aim of this study was to investigate the factors influencing the implementation of BLS training programs in emergency medical service (EMS) centers in China and to identify specific barriers and enablers. Qualitative interviews were conducted with key informants from 40 EMS centers in Chinese cities. The participants included 11 directors/deputy directors, 24 training department leaders, and 5 senior trainers. The interview guide was based on the Exploration, Preparation, Implementation, Sustainment (EPIS) framework. Thematic content analysis was used to identify themes and patterns across the interviews. We identified 16 factors influencing the implementation of BLS training programs encompassing the outer content, inner context, innovation and bridging factors. Some factors acted as either barriers or enablers at different EPIS stages. The main implementation barriers included limited external leadership, insufficient government investment, low public awareness, a shortage of trainers, an absence of incentives, an absence of authoritative courses and guidelines, a lack of qualification to issue certificates, limited academic involvement, and insufficient publicity. The main enablers were found to be supportive government leaders, strong public demand, adequate resources, program champions, available high-quality courses of high fitness within the local context, the involvement of diverse institutions, and effective publicity and promotion. Our findings emphasize the diversity of stakeholders, the complexity of implementation, and the need for localization and co-construction when conducting BLS training for lay public in city EMS centers. Improvements can be made at the national level, city level, and EMS institutional level to boost priority and awareness, promote legislation and policies, raise sustainable resources, and enhance the technology of BLS courses.

Importance of basic life support training in rural India.

Basic life support (BLS) provided right away can lower fatality rates. Cardiac arrest typically results in death within minutes if it is untreated. Therefore, it is of interest to assess how BLS training affected villagers. The pre-experimental one-group pre-test post-test design was chosen for the investigation. A non-probability volunteer sampling technique was adopted to collect a sample of 220 village residents who met the inclusion requirements. The participants received training in basic life support that is achieved by using a real-life role model, hands-on CPR instruction. Checklist served as a standardized method for assessing the BLS training program. The pre-test and post-test's means were 23.05 and 56.51, respectively, and their respective standard deviations were 11.89 and 8.27. The 'z test' calculation result is 12.36) The results showed that BLS training was more successful for villagers and that they required regular BLS training programs to maintain their BLS skill level.

School children brief training to save foreign body airway obstruction

Foreign body airway obstruction (FBAO) is a relatively common emergency and a potential cause of sudden death both in children and older people; bystander immediate action will determine the victim’s outcome. Although many school children’s basic life support (BLS) training programs have been implemented in recent years, references to specific training on FBAO are lacking. Therefore, the aim was to assess FBAO-solving knowledge acquisition in 10–13-year-old school children. A quasi-experimental non-controlled simulation study was carried out on 564 ten-to-thirteen-year-old children from 5 schools in Galicia (Spain). Participants received a 60-min training led by their physical education teachers (5 min theory, 15 min demonstration by the teacher, and 30 min hands-on training) on how to help to solve an FBAO event. After the training session, the school children’s skills were assessed in a standardized adult’s progressive FBAO simulation scenario. The assessment was carried out by proficient researchers utilizing a comprehensive checklist specifically designed to address the variables involved in resolving a FBAO event according with current international guidelines. The assessment of school children’s acquired knowledge during the simulated mild FBAO revealed that 62.2% of participants successfully identified the event and promptly encouraged the simulated patient to cough actively. When the obstruction progressed, its severity was recognized by 86.2% and back blows were administered, followed by abdominal thrusts by 90.4%. When the simulated victim became unconscious, 77.1% of children identified the situation and immediately called the emergency medical service and 81.1% initiated chest compressions. No significant differences in performance were detected according to participants’ age. Conclusion: A brief focused training contributes to prepare 10–13-year-old school children to perform the recommended FBAO steps in a standardized simulated patient. We consider that FBAO should be included in BLS training programs for school children.What is Known:• Kids Save Lives strategy states that school children should learn basic life support (BLS) skills because of their potential role as first responders.• This BLS training does not include content for resolving a foreign body airway obstruction (FBAO).What is New:• Following a 60-min theoretical-practical training led by physical education teachers, 10–13-year-old school children are able to solve a simulated FBAO situation.• The inclusion of FBAO content in BLS training in schools should be considered.

Basic life support training for people with disabilities. A scoping review

BackgroundThe integration of populations with various types of disabilities into basic life support (BLS) training programs could contribute to a potential increase in trained laypersons with BLS knowledge and, consequently, in survival rates. The objective of this study was to analyze the distinct educational methods which exist today on BLS for people with some type of specific disability, and to evaluate their impact on the quality of BLS maneuvers. MethodsA scoping review in which the different training strategies in BLS for people with distinctive disabilities were analyzed was carried out. Previous studies were sought and researched in MEDLINE, EMBASE, and the Cochrane Library from the beginning up to 4 August 2023. ResultsA total of 14 studies were thoroughly analyzed. The BLS training strategies for people with disabilities were classified according to the following criteria: objective (training, content validation or analysis of learning barriers), target population (visual, hearing, physical disabilities or Down syndrome), training resources (training with/without adaptation), contents (BLS and use of the automated external defibrillator) and evaluation instrument (i.e., the simulation test and knowledge questionnaire). The variety of BLS training programs for such population is limited. Likewise, people with different disabilities are able to effectively learn BLS maneuvers, although with mixed results, mainly in those regarding the CPR quality. ConclusionPeople with visual, hearing disabilities or Down syndrome are able to effectively learn BLS maneuvers.

Effectiveness of Training on Basic Life Support for Nurses: A Quasi-Experimental Study

Abstract Background: Basic life support (BLS) training is important for health professionals. Nurses are key persons in health system. In each hospital, there must be facilities of proper training for nurses to update their knowledge, skills, and training regarding BLS. The main aim of the present study was to assess the effectiveness of BLS training for nurses in terms of their knowledge and practical skills. Materials and Methods: The quasi-experimental design was used for this study with pretest–posttest design with one group only. The present study was conducted in a tertiary care institution, North India. Study participants consist of 440 registered nurses selected by convenience sample technique. Training for BLS consists of theoretical and practical sessions. Nurses’ knowledge and practices skill were checked before and after BLS training. Data were collected by using 25 multiple-choice questions of knowledge and a 3-point 15-step practice skill checklist and their pre- and postknowledge and practical skill scores were compared. Results: Knowledge and practical skill scores of BLS training after training were higher than pretraining scores (t = 85.96, P = 0.00*; t = 86.40, P = 0.00*). Association was found among nurses who did cardiopulmonary resuscitation had higher knowledge (0.72 times) and more skills (0.5 times). Conclusion: The study concludes that nurses’ knowledge and skill were improved by BLS training program. Regular training of BLS is important to gain competency, efficacy, and up-to-date information in this area.

Clinical effects of a new dispatcher-assisted basic life support training program in a metropolitan city.

This study estimates the effect of a new dispatcher-assisted basic life support training program on the survival outcomes of out-of-hospital cardiac arrest (OHCA). Before-and-after intervention trials were conducted in Seoul. Patients who suffered OHCA in a private place from January 2014 to December 2017 were included. The intervention group was 3 districts; the other 22 districts were regarded as the control group. The primary outcome was survival up to hospital discharge. The difference-in-difference (DID) was calculated to evaluate changes in the survival outcomes of the 2 groups over the period. A total of 10,127 OHCA patients were included in the final analysis. OHCA patients in the intervention group were less likely to receive bystander cardiopulmonary resuscitation (57.8% vs 61.1%; P = .02) and showed lower survival outcomes (5.7% vs 6.4% for survival up to hospital discharge; P = .34 and 2.8% vs 3.7% for good neurological recovery; P = .11), but this was not statistically significant. Compared to 2014, good neurological recovery in 2017 was significantly improved in the intervention group (DID for good neurological recovery = 3.2%; 0.6-5.8). There were no statistically significant differences in return of spontaneous circulation and survival up to hospital discharge between the 2 groups (DID for survival to discharge was 1.8% [-1.7 to 5.3] and DID for return of spontaneous circulation was -2.5% [-9.8 to 4.8]). Improvement in neurological recovery was observed in the 3 districts after implementing the new dispatcher-assisted basic life support training program.

Efficacy of Basic Life Support and Automatic External Defibrillator Educational Program for High School

Background: Bystander-initiated cardiopulmonary resuscitation (CPR), the automatic external defibrillator (AED), and rapid activation of emergency medical service have major roles in the chain of survival of out-of-hospital cardiac arrest patients. To integrate the basic life support (BLS) knowledge into the high school curriculum, teachers are the key person. Objective: To examine the effectiveness of the BLS training program for high school teachers. Methods: In this prospective study of 146 participants, before and immediately after 2 hours lecture and 3 hours hands-on activity of BLS training program consisting of instruction on CPR, AED, and first aid for foreign body aspiration, written tests were done to assess knowledge while participants’ attitudes were evaluated by a questionnaire survey. Results: A total of 146 participants, BLS knowledge increased in all parts (early activation, chest compression, and defibrillation increased by 27.3%, 51.3%, and 82.1% with adjusted OR 13.81, 19.08, and 849.47, respectively; P < .001), as well as participant’s confidence increased from 47.6% to 95.8% (adjusted OR, 31.69; P < .001). Conclusions: BLS training in high school teachers increased both knowledge of chains of survival and confidence.

Designing Sustainable Solutions to Implement a Distance-Based Simulation Basic Life Support Training Program During COVID-19 Pandemic in Low-Income Countries.

Summary StatementThe global pandemic of COVID-19 had strong repercussions in healthcare simulation-based education around the world. Different adaptations to imposed restraints such as social distancing have been developed to address the educational needs of healthcare professionals. However, the lack of access to simulators in low-income countries or rural areas may restrict the access to distance simulation-based training.

Lean Six Sigma Redesign of a Process for Healthcare Mandatory Education in Basic Life Support-A Pilot Study.

Healthcare staff are required to undertake mandatory training programs to ensure they maintain key clinical competencies. This study was conducted in a private hospital in Ireland, where the processes for accessing mandatory training were found to be highly complex and non-user friendly, resulting in missed training opportunities, specific training license expiration, and underutilized training slots which resulted in lost time for both the trainers and trainees. A pilot study was undertaken to review the process for accessing mandatory training with a focus on the mandatory training program of Basic Life Support (BLS). This was chosen due to its importance in patient resuscitation and its requirement in the hospital achieving Joint Commission International (JCI) accreditation. A pre- and post-team-based intervention design was used with Lean Six Sigma (LSS) methodology employed to redesign the process of booking, scheduling, and delivery of BLS training leading to staff individual BLS certification for a period of two years. The redesign of the BLS training program resulted in a new blended delivery method, and the initiation of a pilot project led to a 50% increase in the volume of BLS classes and a time saving of 154 h 30 min for staff and 48 h 14 min for BLS instructors. The success of the BLS process access pilot has functioned as a platform for the redesign of other mandatory education programs and will be of interest to hospitals with mandatory training requirements that are already facing healthcare challenges and demands on staff time.

The Effect of Basic Life Support Course on Community Knowledge Level

Introduction: Cardiac arrest is the most pre-hospital emergency cases. Approximately 30.000 people have cardiac arrest in pre-hospital and about 33% have treated with bystander. Basic life support (BLS) with cardiopulmonary resuscitation (CPR) is a first aid procedure that needs to be performed in this case. Death could occur within minutes if the first aid does not adequately performed. The study aimed to know the effect of BLS courses on the community knowledge level in the North Denpasar District.
 Methods: The study was a pre-experimental study with a pre-posttest design. Study participant selected by cluster random sampling technique and 199 participants chosen as study participants. To collect the community knowledge data, a questionnaire employed in this study. American Heart Association (AHA) guideline for the public published in 2015 enrolled as a reference in organizing ten questions in the questionnaire with Guttman Scale.
 Results: The characteristics of respondents were 27% participants were aged between 30-39 years, 56% graduated from senior high school, 55% work as employees and 90% never attended BLS training program. There was a significant mean difference from the pre-test and post-test data. The mean difference before and after the BLS course were 8.38 and 9.74, respectively. There was a significant correlation between the BLS course and the level of knowledge (p = 0.000).
 Conclusion: The level of knowledge about BLS before the course was 63%. It classified into a good knowledge level. The level of knowledge about BLS after the course was significantly improved. It increased to 97.5%.

Basic life support training programme in schools by school nurses: How long and how often to train?

Background:Cardiopulmonary resuscitation (CPR) training in schools, despite being legislated in Spain, is not established as such within the subjects that children are taught in schools.Objective:to evaluate the acquisition of CPR skills by 11-year-old children after a brief theoretical-practical teaching programme taught by nurses at school.Methods:62 students were assessed in a quasi-experimental study on 2 cohorts (51.4% of the sample in control group [CG]). In total, 2 sessions were given, a theoretical one, and a practical training for skill development in children, in which the CG performed the CPR in 2-minute cycles and the intervention group in 1-minute cycles. The anthropometric variables recorded were weight and height, and the variables compression quality and ventilation quality were recorded using the Laerdal ResusciAnne manikin with Personal Computer/Wireless SkillReport.Results:The assessment showed better results, in terms of BLS sequence performance and use of automated external defibrillator, in the CG and after training, except for the evaluation of the 10-second breathing assessment technique. The quality of chest compressions was better in the CG after training, as was the quality of the ventilations. There were no major differences in CPR quality after training and 4 months after the 1-minute and 2-minute training cycles.Conclusions:11-year-old children do not perform quality chest compressions or ventilations but, considering their age, they are able to perform a BLS sequence correctly.

A Descriptive Study to Assess the Level of Knowledge Regarding the First Aid Management among Undergraduate Nursing Students at Dinsha Patel College of Nursing of Nadiad City

First help is the best help so first aid is the provision of initial care for an illness or injury. A Descriptive studywas conducted to assess the level of knowledge regarding the first aid management among undergraduatenursing students at Dinsha Patel College of nursing of nadiad city. Sample size for the present study wasconsisting of 106 Nursing Students. The instrument used for data collection is structured knowledgequestionnaire. The data analysis was done by using descriptive and inferential statistics. The result of thepresent study was that The findings of study reveals that the Majority of the Undergraduate Nursing Studentswere having Average Knowledge (62%), 39 % were having Good Knowledge & 5% were having PoorKnowledge. The study concluded overall, students’ level of first-aid knowledge was moderate. So it isnecessary to improve wide-spreading of first aid and basic life support training programs to college area.Constant and practical of training first aid program for the nurses must take an effective role.

Knowledge and Skills of Lay Participants Training with Basic Life Support Program in Case of Cardiac Arrest

Background: Out-of-hospital cardiac arrest is an important cause that leads to hospital admission and death. Improving lay people’s knowledge and skills in basic life support (BLS) may lead to reduced death associated with out-of-hospital cardiac arrest. “BLS NU KKU” is a BLS training program developed from up-to-date literature as a smartphone application used to train lay people in the community. Objective: To evaluate BLS-related knowledge and skills of participants before and after BLS training. Materials and Methods: A one group pretest-posttest design was used to implement the present study in Khon Kaen, Thailand. Participants were 350 individuals age 18 and older. An 8-hour BLS training session was offered to 10 groups of 35 participants over the period of 10 months between November 2018 and August 2019. Self-administered questionnaires were used to assess BLS knowledge and Cardiopulmonary resuscitation (CPR) skills. Results: The mean score for BLS-related knowledge significantly increased after the BLS training (mean = 15.05, SD = 2.51) compared to the scores before the training (mean = 10.47, SD = 3.43) (p<0.05). BLS skills improved from 0% to 100% (p<0.001) will all skills rated with mostly “excellent” and “good”. Satisfaction with the training program was also rated mostly with “excellent” and “good”. Conclusion: The BLS training program effectively improved participants’ knowledge and skills for basic life support. This program should be disseminated to train lay people in other settings. Keywords: Basic life support, Cardiac arrest, Mobile application

Abstract 356: Skill Retention in Medical Students Trained in Cardiac Arrest Care

Background: Morbidity and mortality reduction in cardiac arrest depends upon early and effective care. Basic life support (BLS) measures encompass a series of procedures to be started outside the hospital usually by trained lay people. Therefore, it is key that lay caregivers retain knowledge and skills late after instruction. However, studies demonstrate loss of cardiopulmonary resuscitation (CPR) skills as early as 30 days after training, pending mostly on the caregiver professional background. In this study, we evaluated medical students’ retention skills at 6 months. Methods: Prospective case-control observational study. Medical students underwent a 40-hour BLS training program. CPR skills were evaluated immediately and 6 months after the course based on individual scores before and after training as well as on categorical stratification as excellent, good or poor. Data were compared using F-test, paired t-test and chi-square for categorical variables. A 95% confidence interval was used with a level of significance of 0.05. Results: Fifty first-year medical students (54% female) aged between 18 and 24 years were enrolled in the BLS training program. Total number of CPR steps accurately performed decreased after 6 months of training (10.8 vs . 12.5; p<0.001). Sex and age were not associated with performance. Categorical evaluation was considered excellent in 78% of the students immediately after training but decreased to 40% in 6 months (p<0.01). Hands-on basic skills were mostly lost within the period. Conclusion: First-year medical students lost hands-on skills after 6 months of training decreasing the efficacy of CPR measures which might affect outcomes of patients in cardiac arrest.