Cardiopulmonary Resuscitation Skills Research Articles

Benefits of Virtual Reality Training for Cardiopulmonary Resuscitation Skill Acquisition and Maintenance

Objectives To investigate the benefits of virtual reality (VR) first-aid training in acquiring cardiopulmonary resuscitation (CPR) skills. Methods A total of 100 non-medical professional volunteers from Nanchang were selected in March 2021 using the convenience sampling method. They were randomly divided into two groups: the VR training group (VR group) and the traditional simulation scenario training group (traditional group). The VR Group underwent immersive virtual reality CPR training with interactive feedback, while the Traditional Group received standard simulation-based CPR training using mannequins and instructor guidance. After training, relevant data were collected for comparative analysis. Results The study revealed that the VR group consistently outperforming the traditional group in theoretical knowledge test (cardiac arrest recognition, chest compressions, airway management, and artificial respiration) scores at 1, 3, 6, and 12 months post-training (p < 0.05). Similarly, the VR group showed superior performance in overall skills test scores and individual CPR quality metrics at all post-training assessments. The VR group scored higher in total skills, assessment, post-resuscitation assessment, chest compressions (at 1, 3, and 6 months), airway opening, and artificial respiration compared to the traditional group (p < 0.05). Despite these findings, both groups exhibited a gradual decrease in skills test scores over time. Conclusions Virtual reality training can significantly improve non-medical professional volunteers’ CPR knowledge and skill levels, helping them master and maintain these competencies. However, a decrease in CPR knowledge and skills among the participants over time was observed after VR training, suggesting the need for further retraining sessions.

The use of the objective structured clinical examination to evaluate paediatric cardiopulmonary resuscitation skills in medical students and measures to improve training

BackgroundThe main objectives of the study were to analyse the use of the Objective Structured Clinical Examination (OSCE) to evaluate the skills of medical students in paediatric basic life support (PBLS), to compare two resuscitation training models and to evaluate the measures to improve the teaching program.MethodsComparative, prospective, observation study with intervention in two hospitals, one undergoing a PILS course (Paediatric Immediate Life Support) and another PBLS. The study was performed over three phases. 1º. PBLS OSCE in 2022 three months after the resuscitation training 2. Measures to improve the training program in 2023 3. PBLS OSCE in 2023. Overall results were analysed and comparison between both sites and those for 2022 and 2023 were made.ResultsA total of 210 and 182 students took part in the OSCE in 2022 and 2023, respectively. The overall mean score out of 100 was 83.2 (19), 77.8 (19.8) in 2022 and 89.5 (15.9) and 2023, P < 0.001. Overall cardiopulmonary resuscitation (CPR) effectiveness was adequate in 79.4% and 84.6% of students in 2022 and 2023, respectively. The results of hospital students undergoing a PILS course were better (86.4 (16.6) than those undergoing a PBLS. 80.2 (20.6) p < 0.001. The results from both hospitals improved significantly in 2023.ConclusionsThe OSCE is a valid instrument to evaluate PBLS skills in medical students and to compare different training methods and program improvements. Medical students who receive a PILS attain better PBLS skills than those who undergo a PBLS course.

The effectiveness of simulation-based learning (SBL) on students’ knowledge and skills in nursing programs: a systematic review

BackgroundSimulation-Based Learning (SBL) serves as a valuable pedagogical approach in nursing education, encompassing varying levels of fidelity. While previous reviews have highlighted the potential effectiveness of SBL in enhancing nursing students’ competencies, a gap persists in the evidence-base addressing the long-term retention of these competencies. This systematic review aimed to evaluate the impact of SBL on nursing students’ knowledge and skill acquisition and retention.MethodA comprehensive search of electronic databases, including CINAHL, PubMed, Embase, Scopus, and Eric, was conducted from 2017 to 2023 to identify relevant studies. The Joanna Briggs critical appraisal tools were used to assess the methodological quality of the included studies. A total of 33 studies (15 RCTs and 18 quasi-experimental) met the inclusion criteria and were included in the review. A descriptive narrative synthesis method was used to extract relevant data.ResultsThe cumulative sample size of participants across the included studies was 3,670. Most of the studies focused on the impact of SBL on life-saving skills like cardiopulmonary resuscitation (CPR) or other life-support skills. The remaining studies examined the impact of SBL on critical care skills or clinical decision-making skills. The analysis highlighted consistent and significant improvements in knowledge and skills. However, the evidence base had several limitations, including the heterogeneity of study designs, risk of bias, and lack of long-term follow-up.ConclusionThis systematic review supports the use of SBL as a potent teaching strategy within nursing education and highlights the importance of the ongoing evaluation and refinement of this approach. While current evidence indicates enhancing knowledge and skill acquisition, limited studies evaluated the retention beyond five months, constraining generalisable claims regarding durability. Further research is essential to build on the current evidence and address gaps in knowledge related to the retention, optimal design, implementation, and evaluation of SBL interventions in nursing education.

Готовность населения к выполнению сердечно-легочной реанимации: факторы инициации, барьеры и их предикторы

Summary. The purpose of the study is to determine the degree of readiness of the population to perform cardiopulmonary resuscitation (CPR), the main factors and barriers to its initiation, and their predictors. Materials and methods. An anonymous questionnaire survey of 894 respondents without medical education was conducted between January and June 2023. Statistical analysis included descriptive statistics and univariate binary logistic regression analysis. Research results and their analysis. A high degree of readiness was shown by 145 (16.2%) respondents. The main facilitator – practical training in CPR skills. The main barriers were fear of causing irreparable harm to the victim and lack of knowledge and skills in CPR, and the leading predictor was lack of training in practical CPR skills. The author proposed organizational and legal measures aimed at improving the effectiveness of first aid to victims with OHCA and overcoming the established barriers to the initiation of CPR.

The intentions and factors influencing university students to perform CPR for strangers based on the theory of planned behavior study

ObjectiveThe Theory of Planned Behavior (TPB) was used to compile a questionnaire to determine the relationship between knowledge, attitude, subjective norm, perceived behavioral control and the intention of university students to perform cardiopulmonary resuscitation (CPR) for strangers, and the factors influencing them. MethodsWe recruited 575 university students who completed an online questionnaire within 30 min to assess knowledge, attitude, subjective norm, and perceived behavioral control related to bystander CPR. Factor analysis was used to evaluate the reliability of the extended questionnaire. Multivariate analysis, correlation analysis, and path analysis were used to determine the differences of intra-group and inter-group. ResultsThe Cronbach's α of knowledge, attitude, subjective norm, perceived behavioral control and intention were 0.770, 0.797, 0.909, 0.619 and 0.899 respectively, indicating that the extended scale reliability of the TPB was adequate. χ2/df = 3.463, GFI = 0.977, CFI = 0.968, IFI = 0.969, RMSEA = 0.066, indicating that the extended scale of the TPB had a good fit. Path analysis showed that the influencing factors of intention were “Families of medical workers”, “Experience in administering CPR first aid training”, “Gender”, “Ability to master CPR skills”, “Knowledge”, “Subjective norm” and “Attitude”, with effect values of 0.019, 0.063, 0.069, 0.122, 0.187, 0.361 and 0.386, respectively. All the factors together accounted for 57.00 % of the variation in intention. ConclusionsKnowledge, attitude and subjective norm regarding to bystander CPR among university students are the determinants of intention, while perceived behavioral control does not play a major role. This study has implications for future CPR training. In order to improve the CPR implementation rate of university students, we should strengthen the relevant knowledge about CPR, maintain positive attitude and refine the related criteria of CPR implementation.

Maintenance of CPR skills among nursing students trained using Resuscitation Quality Improvement® program

BackgroundThe Resuscitation Quality Improvement® (RQI) program is a competency-based approach that provides low dose, high frequency cardiopulmonary resuscitation (CPR) skills training. Limited research has evaluated its effectiveness with nursing students who need to be prepared to respond to cardiopulmonary emergencies despite their student status and to be competent in CPR as they transition into practice. ObjectiveThe objective of this multisite longitudinal study was to examine the maintenance of adult and infant compressions and ventilation skills by nursing students at 3 and 6 months following practice with real-time feedback using the RQI® program. MethodsThe effectiveness of brief practice of CPR skills at the RQI® simulation station on the maintenance of skills was analyzed with 238 nursing students from six universities across the United States. Participants completed three practice sessions, at baseline (month 0), 3 months, and 6 months. At baseline, they performed compressions and ventilation with a bag-valve mask on adult and infant manikins without feedback (pretest), followed immediately by a session integrating real-time, objective feedback (both audio and visual) on their performance. CPR practice on the manikins with feedback on performance was then repeated every 3 months. ResultsPracticing CPR skills at the RQI® simulation station every 3 months with real-time feedback enabled participants to maintain their compression and ventilation skills and improve them from baseline (month 0) to 6 months. There was no loss of skills among these participants. Median scores on the first attempt to compress and ventilate stayed above the minimum 75 % overall score that learners must achieve to be considered an adequate performance. ConclusionsThis study demonstrated that brief practice of CPR skills at the RQI® simulation station every 3 months with real-time feedback was highly effective for maintaining students’ competence in compressions and ventilation. Once the RQI® program is set up in a school, students could practice on their own as needed to maintain their skills.

Improving Cardiopulmonary Resuscitation skills for layperson in cases of heart attack: a scoping review

The proficiency of trained individuals in effectively administering Cardiopulmonary Resuscitation (CPR) is paramount in mitigating the impact of out-of-hospital cardiac arrest incidents. Inadequate CPR skills among laypersons can result in missed opportunities to save lives. Therefore, it is imperative to prioritize unified efforts to enhance CPR competencies within the general populace. This scoping review aims to consolidate literature discussing the enhancement of laypeople's CPR skills using various methodologies.This scoping review employed the PRISMA methodology and encompassed an extensive search across four critical databases (Science Direct, Proquest, Pubmed, and Google Scholar) for literature published between 2013 and 2023. The search utilized the keywords "CPR Teaching," "Skill," and "Layperson." Out of 487 collected articles, 20 were deemed relevant. The findings of all relevant articles consistently indicated an improvement in laypeople's CPR skills following training.Incorporating concise CPR instructional videos and smartphone applications has shown potential for enhancing CPR knowledge and improving emergency responsiveness. Nonetheless, integrating these modern technological approaches with traditional simulation methods has demonstrated greater efficacy in CPR training, resulting in enhanced compression quality and depth.In conclusion, Integrating traditional and technology-based learning methodologies improves the capability of individuals without specialized medical training to administer CPR effectively.

Advancing healthcare practice and education via data sharing: demonstrating the utility of open data by training an artificial intelligence model to assess cardiopulmonary resuscitation skills.

Health professional education stands to gain substantially from collective efforts toward building video databases of skill performances in both real and simulated settings. An accessible resource of videos that demonstrate an array of performances - both good and bad-provides an opportunity for interdisciplinary research collaborations that can advance our understanding of movement that reflects technical expertise, support educational tool development, and facilitate assessment practices. In this paper we raise important ethical and legal considerations when building and sharing health professions education data. Collective data sharing may produce new knowledge and tools to support healthcare professional education. We demonstrate the utility of a data-sharing culture by providing and leveraging a database of cardio-pulmonary resuscitation (CPR) performances that vary in quality. The CPR skills performance database (collected for the purpose of this research, hosted at UK Data Service's ReShare Repository) contains videos from 40 participants recorded from 6 different angles, allowing for 3D reconstruction for movement analysis. The video footage is accompanied by quality ratings from 2 experts, participants' self-reported confidence and frequency of performing CPR, and the demographics of the participants. From this data, we present an Automatic Clinical Assessment tool for Basic Life Support that uses pose estimation to determine the spatial location of the participant's movements during CPR and a deep learning network that assesses the performance quality.

Health professionals’ cardiopulmonary resuscitation capability at emergency departments in tertiary hospitals, Addis Ababa, Ethiopia, 2022

BackgroundImmediate and efficient Cardiopulmonary resuscitation (CPR) increases both survival rate and post-arrest quality of life. Continual updated knowledge and practices of healthcare professionals regarding cardiopulmonary resuscitation were crucial to save lives. In limited resource countries like Ethiopia, there is scarce data describing the basic knowledge and practice of CPR among Healthcare providers (HCP).ObjectivesTo assess health care professionals’ knowledge, practice, and associated factors toward CPR.MethodsInstitutional-based descriptive survey study design was used. The study was conducted from March to April 2022 in Addis Ababa Ethiopia, A total of 163 individuals were randomly selected from Tikur Anbesa Hospital. St. Paul’s Hospital and Yekatit 12 Hospital. The data was collected using a pre-tested structured questionnaire. The descriptive statistics frequency, percentage, median, and range were computed. Inferential statistics Bivariate and multivariate logistic regression were analyzed. Ethical approval was received from the Institutional Review Board.ResultOut of 162 respondents, 81(50%) were nurses followed by 59 (36.4%) residents. The participants’ ages ranged from 24 to 49 years, median age of 29 years. More than half, 89(54.9%) of participants were female. Ninety (55.6%) participants had good knowledge of CPR. The majority of 126(79.6%) responded correctly about chest compression. Occupation type (AOR = 3.15, 95% CI 1.193–5.834) and participating in mock (AOR = 8.33, 95% CI 1.53–45.45) were associated with knowledge of health care professionals, Routinely reviewing data (COR = 3.3, 95% CI 1.41–7.82), and time of participating in mock codes (COR = 5.05, 95% CI 1.43–17.85) were associated with practice of health care professionals.ConclusionIn conclusion, the level of knowledge and practice of health professionals towards CPR was suboptimal. Having a higher educational level and participating in mock codes were associated with good knowledge, whereas gender, routinely reviewing the data, and participating in mock codes were associated with good practice. Therefore; healthcare professionals must continuously improve their knowledge and skills in CPR for the sake of professionalism and patient safety.

Suitability of GPT-4o as an evaluator of cardiopulmonary resuscitation skills examinations

AimTo assess the accuracy and reliability of GPT-4o for scoring examinees’ performance on cardiopulmonary resuscitation (CPR) skills tests. MethodsThis study included six experts certified to supervise the national medical licensing examination (three junior and three senior) who reviewed the CPR skills test videos across 103 examinees. All videos reviewed by the experts were subjected to automated assessment by GPT-4o. Both the experts and GPT-4o scored the videos across four sections: patient assessment, chest compressions, rescue breathing, and repeated operations. The experts subsequently rated GPT-4o’s reliability on a 5-point Likert scale (1, completely unreliable; 5, completely reliable). GPT-4o’s accuracy was evaluated using the intraclass correlation coefficient (for the first three sections) and Fleiss’ Kappa (for the last section) to assess the agreement between its scores vs. those of the experts. ResultsThe mean accuracy scores for the patient assessment, chest compressions, rescue breathing, and repeated operation sections were 0.65, 0.58, 0.60, and 0.31, respectively, when comparing the GPT-4o’s vs. junior experts’ scores and 0.75, 0.65, 0.72, and 0.41, respectively, when comparing the GPT-4o’s vs. senior experts’ scores. For reliability, the median Likert scale scores were 4.00 (interquartile range [IQR] = 3.66–4.33, mean [standard deviation] = 3.95 [0.55]) and 4.33 (4.00–4.67, 4.29 [0.50]) for the junior and senior experts, respectively. ConclusionsGPT-4o demonstrated a level of accuracy that was similar to that of senior experts in examining CPR skills examination videos. The results demonstrate the potential for deploying this large language model in medical examination settings.

Improving role allocation for cardiopulmonary resuscitation (CPR) in the emergency department: a quality improvement project

IntroductionIn any healthcare setting, cardiopulmonary resuscitations (CPRs) stand out as demanding and chaotic resuscitation endeavours. Emergency departments (EDs) witness a significant volume of CPRs. Given the critical nature of CPR,...

Life-Saving-Experiments; Primary School CPR Skills Instruction Improves Teaching in Basic Science Knowledge Support

Basic Life Support (BLS) improves survival in patients after cardiac arrest. Consequently, several worldwide efforts have been made to train all school children in cardiopulmonary resuscitation (CPR) skills. Until now, no methodology has been applied to the school science curriculum that facilitates the teaching of CPR at school.

The effect of education with case-based scenario simulation on interns' proficiency in cardiopulmonary resuscitation

Introduction: this research examines the impact of case-based scenario simulation instruction on intern physicians' proficiency in cardiopulmonary resuscitation (CPR). Objectives: to compare the effectiveness of conventional teaching methods versus case-based scenario simulation techniques on the CPR skills of intern doctors. Method: the study involved 62 intern doctors at The First Affiliated Hospital of Guangxi University of Chinese Medicine, divided into two groups of 31: control and observation. The instruction period lasted three months, with the control group receiving conventional teaching and the observation group using case-based scenario simulations. Post-instruction, the groups were assessed on course content, the impact of training, and satisfaction levels. Results: the observation group showed significantly better performance in theoretical knowledge, scenario simulation, and practical exams compared to the control group. The passing rates for chest compression, electric defibrillation exams, total mastery of theoretical knowledge, and overall practical competence were all higher in the observation group. Additionally, the overall satisfaction rate and evaluation of the teaching effect were significantly greater in the observation group. Conclusions: case-based scenario simulation teaching positively influences the CPR skills of intern doctors and is an effective method to improve teaching outcomes and trainee satisfaction

Comparative study on the impact of ‘Infographic versus video feedback’ on enhancing students’ clinical skills in basic life support

BackgroundEffective cardiopulmonary resuscitation (CPR) training for nursing students is crucial for improving patient outcomes in cardiac arrest scenarios. This study assesses the impact of infographic versus video feedback on enhancing nursing students’ clinical skills in Basic Life Support (BLS).MethodsIn a randomized controlled setting, 76 nursing students at Torbat Heydariyeh University of Medical Sciences were divided into two groups: one received infographic-based education and the other video feedback training. Pre- and post-intervention assessments measured knowledge and skill retention using validated questionnaires.ResultsPost-training, the infographic group showed significantly higher knowledge scores, while the video feedback group exhibited greater improvement in CPR skill performance. No significant differences were noted in pre-training assessment scores between the groups.ConclusionInfographic-based education enhances BLS knowledge retention, and video feedback improves practical CPR skills. This suggests potential benefits of a combined infographic and video feedback approach for optimizing CPR training outcomes, addressing a critical need in medical education.

#CPR challenge: Impact of a social media campaign on cardiopulmonary resuscitation awareness and skills among young adults − A quasi experimental study

The aim of our study was to explore the effect of nomination-based social-media campaign and CPR-skill-booth on change in knowledge as well as hands-only CPR skills among young adults. A quasi-experimental study was conducted in two non-healthcare-stream colleges, one intervention and other control arm. After baseline evaluation of CPR knowledge in both colleges, a 4-week nomination-based social media campaign '#CPR challenge' was rolled out in the intervention arm which included a CPR-skill-booth that was setup for one hour every day to train interested participants in CPR. The participants were encouraged to share the same on their social media handles and data of self-reported metrics were collected. A post-intervention assessment was conducted in both arms, to assess knowledge and its translation to hands-only-CPR skills using qCPR mannequin and qCPR app® for objective assessment. A total of 690 assessments were done; Intervention arm (pre-intervention-214, post intervention -155) and control arm (pre-intervention -157, post-intervention -134). The baseline knowledge scores were comparable in both groups. Knowledge score doubled in the intervention arm, (p<0.001) from a median value of 29% (IQR:14 - 43) in the pre-intervention-cohort to 57% (IQR:29 - 71) in the post-intervention-cohort. Median CPR-skill-score was higher in the intervention arm 67.5(IQR:39-92) in comparison to control arm 21 (IQR:1-53) (p<0.001). In terms of social media engagement, 50% of participants had watched the videos and 40.6% attended the CPR-skill-booth. Strategies such as a nomination-based social media campaign can improve the awareness, knowledge and also skills regarding hand-only CPR.

The Effect of Cardiopulmonary Resuscitation (CPR) Skills Training in Emergency Management: Case Study in a General Hospital

The Effect of Cardiopulmonary Resuscitation (CPR) Skills Training in Emergency Management: Case Study in a General Hospital

Exploring the Functionality of Technology-driven CPR Training Methodologies Among Healthcare Practitioners: A Randomized Control Pilot Study.

Cardiopulmonary resuscitation training in Malaysia has evolved from traditional to modern approaches, embracing technology for better outcomes. Smartphone-based training apps offer interactive learning with simulations and real-time feedback, improving cardiopulmonary resuscitation skills anytime, anywhere. This study evaluates the effectiveness of the smart-cardiopulmonary resuscitation application for healthcare practitioners. This randomized controlled pilot study was conducted with 30 healthcare practitioners at the University of Malaysia Sabah. Participants underwent a Cardiopulmonary Resuscitation Practical formal educational training program, and data were collected using a Basic Life Support questionnaire and skills assessment checklist sourced from the American Heart Association (2020). Data analysis was conducted utilizing repeated analysis of variance and the Cochran 'Q' test supported by Statistical Package for the Social Sciences statistical software. The control and intervention groups showed improved knowledge and skills from pre-to post-cardiopulmonary resuscitation courses; a significant increase was observed in the intervention group compared to the control group. The F-test indicated a significant time-group effect (F-stat (df) = 16.14 (2), p = 0.01). Cochran's 'Q' test also revealed significant changes in the proportion of healthcare practitioners passing their skills assessments over time (2 = 14.90, control 01). The smart-cardiopulmonary resuscitation application is convenient for refreshing cardiopulmonary resuscitation skills and maintaining proficiency. While it doesn't replace formal cardiopulmonary resuscitation courses, it saves healthcare practitioners and the community time and money. Both groups showed improved cardiopulmonary resuscitation knowledge and skills, with the intervention group using the smart-cardiopulmonary resuscitation application showing higher success rates after two months. Adopting smartphone-based cardiopulmonary resuscitation training with comprehensive content is recommended.

An observer tool to enhance learning of medical students during simulation training of cardiopulmonary resuscitation: a randomised controlled trial

BackgroundSimulation training in cardiopulmonary resuscitation (CPR) is effective but active practice time is limited given the large number of students and the learning effect size remains small. To improve learning during observation, the use of an observer tool (OT) has been advocated. The aim was to assess the value of OT to improve medical students' learning outcomes during CPR simulation training.MethodsThis prospective, randomized study took place during CPR training of medical students. The workshop targeted recognition of unconsciousness, absence of breathing, call for help, cardiac massage and defibrillation. Students practicing in dyads were randomized to use an OT (i.e., a checklist summarizing CPR skills and step-by-step actions) (OT +) or not (OT-) when observing others. At the end of the training, the global performance of the dyad was assessed by an evaluator using the OT checklist (primary outcome). The non-technical skills (NTS), chest compression quality, perceived improvement in knowledge and skills and knowledge score (MCQ) were also recorded.ResultsThe student dyads were included (OT + : n = 40 and OT-: n = 41). Immediately after training, the global performance was similar between the two groups: OT + : 24 [23—25] and OT-: 23 [21—24] (out of 25), p = 0.052. However, better learning of breathing assessment and cardiac massage performance, as well as a better knowledge score, were found in the OT + group. No significant difference was observed for NTS or perceived improvement in knowledge and skills. Satisfaction was higher in the OT- group.ConclusionsThe use of an OT during CPR simulation did not show any pedagogical benefit on the global performance of medical students. However, a potential benefit was found for several important secondary outcomes. Further studies are needed to confirm these positive results.

Pedagogical Implementation of Directive Feedback Manikins on Cardiopulmonary Resuscitation (CPR) Competencies: Expert Versus Peer Coaching.

Directive feedback manikins in resuscitation training evolved faster than the pedagogical evidence. Educators and learning systems must seek clarification on the efficacy of this technology to have evidence-based practices. This project explores directive feedback device use in cardiopulmonary resuscitation (CPR) education for laypersons. A prospective nonrandomized-controlled design assessed two pedagogical approaches of directive feedback manikins in adult CPR lessons.The 230 participants were distributed between three groups: a control group without directive feedback manikins (no lights, NL), an expert coaching (EC) group with directive feedback and educator interpretation, and a peer coaching (PC) group with directive feedback, peer interpretation, and expert quality assurance. From the 25 courses observed, average compression depth (mm) did not differ between groups (p = .498),average compression rate (compressions: minute) significantly differed between groups (p = .004), and correct hand placement did not differ between groups (p = .249). A chi-square test showed no significant association between groups and CPR skill feedback, or between groups and "recommending the course to a friend or family member." The PC group was more likely to agree that they could "coach someone to do CPR skills" than the NL or EC. This study expands the knowledge base of directive feedback manikins in a pedagogical setting to improve CPR competencies. Training organizations may consider any of these practices effective,choosing those that align with desired outcomes. CPR educators need orientation to feedback devices as well as professional development on educational options for their use. Considerations for further research include technology costs, access, and cultural aspects of implementing these tools.

Responding to In-hospital Cardiac Arrests During Times of System-wide Strain: A Code Refresher Training.

Pandemic conditions of system-wide strain are associated with increased rates of in-hospital cardiac arrest (IHCA). During normal times, medical-surgical nurses may forget cardiopulmonary resuscitation (CPR) skills as soon as 3 months after training, leaving them unprepared and anxious about managing cardiac arrests. During pandemic surges, heightened anxiety can also impact concentration and confidence. Clinicians offered a 45-minute mock code training refresher for medical-surgical nurses to improve confidence performing CPR while adhering to pandemic-related safety procedures. In this pre-post clinical education project, nurses' confidence was measured with the Nursing Anxiety and Self-Confidence with Clinical Decision Making© Scale. Although the results were not statistically significant, participants verbally reported increased confidence to initiate resuscitation, collaborate with team members, and use personal protective equipment during the posttraining debrief. A high percentage of RNs do not have adequate confidence and/or competence in performing CPR, particularly during times of system-wide strain, and this brief, inexpensive refresher training warrants further study. [J Contin Educ Nurs. 2024;55(9):442-448.].