Basic Life Support Skills Research Articles

A nationwide investigation of CPR courses, books, and skill retention

IntroductionSurvival from Out-of-Hospital Cardiac Arrest is highly associated with bystander cardiopulmonary resuscitation. The quality of bystander CPR is influenced by citizens attending Basic Life Support (BLS) courses and the quality of these courses. The purpose of the study was to investigate content, quality and compliance with the European Resuscitation Council (ERC) guidelines in national Danish BLS courses and the skill retention. MethodsBooks from 16 different course providers were analyzed for compliance with guidelines using the principle of mutually exclusive and collectively exhaustive questioning. Observation of 56 BLS courses were conducted using an evaluation sheet, with a five-point Likert scale including theoretical, technical, and non-technical skills. BLS skills of participants were assessed with a follow-up test 4–6 months after a course using a modified Cardiff Test. ResultsAnalysis of the books, showed compliance with ERC guidelines of 69% on the examined items. Courses using ERC educational structure and having maximum six participants per instructor were associated with high quality in the course observations and a better follow-up test. Especially, the use of automated external defibrillator showed significant odds ratio (OR) of 21.8 (95% CI 4.1–114.7) to 31.3 (95% CI 3.7–265.1) of achieving high quality on courses with similar results in the follow-up test. ConclusionNational BLS courses had significant variation in the content of books, and compliance to ERC guidelines during courses and in skills retention 4–6 months after the courses. This study can be used to further improve and standardize BLS courses.

A training program on first aid and basic life support skills among teachers of a school in South Delhi: a feasibility assessment

Background: There is a need for training teachers in first aid skills as they are the primary contact for most commonly encountered emergency situations in school scenario. The objective of the study was to assess the feasibility of a training program on first aid and basic life support skills among teachers of a school in south Delhi, India.Methods: We identified topics and prepared a training module (6-hour duration on a single day) for teachers and conducted the training in the Centre for Community Medicine department of All India Institute of Medical Sciences, New Delhi.Results: 40 teachers were involved in this study. The mean (SD) score before and after the training was 5.55 (1.88) and 12.4 (1.66) respectively. A significant improvement in the scores pertaining to knowledge on first aid skill was observed after the training (p<0.01).Conclusions: We conclude that training program is feasible and acceptable by teachers and improves their immediate knowledge and skills.

Assessment of laypersons\u2019 paediatric basic life support and foreign body airway obstruction management skills: a validity study

BackgroundStandardised courses for laypeople in Paediatric Basic Life Support (PBLS) and Foreign Body Airway Obstruction Management (FBAOM) teach essential skills for the initiation of resuscitation by bystanders. Performance assessments are necessary to ensure that skills are acquired. We aimed to examine the validity of developed performance assessments and to determine credible pass/fail standards.MethodsValidity evidence was gathered in a standardised simulated setting by testing participants with three different levels of PBLS/FBAOM experience: untrained laypersons, trained laypersons, and lifeguards. Two blinded raters assessed participants’ performance. The reliability of test scores was analysed using generalizability theory, scores were compared across the three groups, and pass/fail-standards were established.ResultsA total of 33 participants were included. More than two raters and two cases were necessary for PBLS to achieve a reliability coefficient above 0.80, which is considered the minimally acceptable level for high-stakes certification. For FBAOM, two tests or three raters were needed. Assessment scores differed across the three groups for PBLS skills, as well as for FBAOM skills (p < 0.001).Pass levels of 74% and 55% of the maximum score for PBLS and FBAOM, respectively, were identified as the levels that best discriminated between competent and non-competent laypersons.ConclusionsLaypersons’ PBLS and FBAOM skills can be assessed in a reliable and valid way in a standardised simulated setting. However, multiple raters and scenario tests are needed to ensure sufficient reliability, which raises questions regarding the feasibility of performing certification tests for laypersons who participate in short paediatric resuscitation courses.

Assessment of training in the use of automatic external defibrillator in a public defibrillation program

To evaluate the training in the use of automated external defibrillator (AED) in a defibrillation programme addressed to the general population, analysing compliance with guidelines, skills in Basic Life Support (BLS) and use of AED by type of training performed.

The Pillow Project: A low cost intervention with the potential for widespread application to enable training in the event of an infant choking and basic life support for prospective parents

Objective: Training in paediatric basic life support (BLS) skills is not routinely provided for pregnant women and their partners within the maternity services. This study evaluates an e-learning programme coupled with the use of a novel pillow mannequin to train infant choking treatment and BLS.

Retention of basic life support in medical students of Airlangga University

Background: Cardiac arrest is one of the leading cause of death in the world with steadily increasing number over the years. Basic life support has been proven to lower the risks of tissue damage and further complication. Several study shows that BLS skill are lacking in some doctors and nurses. Objective: Therefore, the purpose of this study is knowing the retention of basic life support in medical student of Airlangga University. Methods: This descriptive study used cross sectional design. Subjects were students at faculty of medicine in Airlangga University who trained one year ago and completed their study of Basic Life Support. Fifty two subject were asked to practice their BLS techniques then scored based on modified American Hearth Assosiation (AHA)’s Basic life support skill checklist. Results: Based on the data, the percentage of students who did the retest correctly: response checked by shouting 92.31% students, response checked by tapping 69.23% students, call for help 44.23% students, airway checked 48.08% students, breathing checked 46.15% students, correct hand placement 100% students, compression rate 78.85% students, compression ratio 75% students, position 94.23% students, and compression depth 78.85% students. Conclusion: One year post training and test, 14 from 52 students could complete all the steps in basic life support skill. Less than a half of the students successfully done 3 out of 10 points that were being tested. Meanwhile, many aspects in circulation point show higher results all above 75%.

Evaluation of skills acquisition using a new low-cost tool for CPR self-training.

High-quality cardiopulmonary resuscitation (CPR) remains essential to improve the outcome of patients in sudden cardiorespiratory arrest. Feedback on performance is a crucial component of the learning processes associated with simulation and has been shown to improve CPR quality during simulated cardiac arrest on mannequins. This study aims to evaluate skills acquisition using a new low-cost feedback device for CPR self-training when compared to standard training methods. Thirty-nine pregraduated medical and biomedical engineering students were recruited for a longitudinal double-blinded randomized control study. For training Basic Life Support skills, the control group used a standard task-trainer and received feedback from an instructor. The intervention group used the same standard task-trainer, instrumented with the CPR Personal Trainer that provided automated performance feedback (with no instructor) on compression-related parameters. Students' knowledge and skills were assessed before and after training, through a theoretical knowledge test and 2 minutes of CPR practical performance. The theoretical tests showed an improvement both in the intervention and in the control group. For each compression-related parameters (hands position, recoil, rate, and depth), significant increase in scores is observed, between the pre- and the post-test, in both groups. The intervention and control groups presented identical mean differences for the total score (0.72 vs 0.72), with no statistical difference (P = 0.754). The proposed tool proved to be effective in the acquisition of compression-related skills, with similar outcomes as the traditional instructor-based method, corroborating the hypothesis that a low-cost tool with feedback for CPR self-training can provide an alternative or a complementary extension to traditional training methods. The system can also be considered cost-efficient as it reduces the permanent presence of an instructor for the chest compressions training, promoting regular training outside formal training courses.

Low-Fidelity Code Blue Simulation on the Orthopaedic Unit.

Orthopaedic nurses care for a range of patients with comorbid conditions, but because of the implementation of Rapid Response Teams, rarely do orthopaedic patients experience cardiac or respiratory arrest. Rapid Response Teams decrease emergent arrest situations on nursing units by intervening to treat clinical deterioration or move patients to a higher level of care prior to cardiac or respiratory arrest. Orthopaedic nurses still need to be prepared to act emergently with basic life support skills, which are only renewed every 2 years. Review of actual code blue events and the implementation of low-fidelity code blue simulation may improve comfort levels and performance of basic life support skills. The purpose of this article is to describe how educators designed a low-fidelity mandatory annual code blue simulation exercise for nurses to help increase confidence when faced with the rare cardiac or respiratory arrest emergency. The low-fidelity code blue simulation has been repeated annually and has been an effective exercise for orthopaedic nurses.

Peers versus professional training of basic life support in Syria: a randomized controlled trial

:BackgroundPeer training has been identified as a useful tool for delivering undergraduate training in basic life support (BLS) which is fundamental as an initial response in cases of emergency.This study aimed to (1) Evaluate the efficacy of peer-led model in basic life support training among medical students in their first three years of study, compared to professional-led training and (2) To assess the efficacy of the course program and students’ satisfaction of peer-led training.MethodsA randomized controlled trial with blinded assessors was conducted on 72 medical students from the pre-clinical years (1st to 3rd years in Syria) at Syrian Private University. Students were randomly assigned to peer-led or to professional-led training group for one-day-course of basic life support skills. Sixty-four students who underwent checklist based assessment using objective structured clinical examination design (OSCE) (practical assessment of BLS skills) and answered BLS knowledge checkpoint-questionnaire were included in the analysis.ResultsThere was no statistically significant difference between the two groups in delivering BLS skills to medical students in practical (P = 0.850) and BLS knowledge questionnaire outcomes (P = 0.900). Both groups showed statistically significant improvement from pre- to post-course assessment with significant statistical difference in both practical skills and theoretical knowledge (P-Value < 0.001). Students were satisfied with the peer model of training.ConclusionPeer-led training of basic life support for medical students was beneficial and it provided a quality of education which was as effective as training conducted by professionals. This method is applicable and desirable especially in poor-resource countries and in crisis situation.

SavingLife: An Educational Technology for Basic and Advanced Cardiovascular Life Support

The development of information and communication technologies and the accessibility of mobile devices has increased the possibilities of the teaching and learning process anywhere and anytime. Mobile and web application allows the production of constructive teaching and learning models in various educational settings, showing the potential for active learning in health. The objective of this study was to present the design and development of an educational technology (SavingLife, a web, and mobile-based application) for learning cardiopulmonary resuscitation and advanced cardiovascular life support for adults. SavingLife is a technological production, based on the concept of virtual learning and problem-based learning approaches. SavingLife was developed using five phases (analyze, design, develop, implement, evaluate) of the instructional systems development process. The technology presents 10 scenarios and 12 simulations, covering different aspects of basic and advanced cardiac life support skills. The contents can be accessed in a non-linear way leaving the students free to build their knowledge based on their previous experience. Each scenario is presented through interactive tools such as scenario description, assessment, diagnose, intervention and re-evaluation. Animated ECG rhythms, text documents, images, and videos are provided to support procedural and active learning considering the real-life situations. Accessible equally on small to large devices with or without an internet connection, SavingLife offers a dynamic, interactive and flexible tool, placing students at the center of the learning process. SavingLife can contribute to the student’s learning in the assessment and management of basic and advanced cardiac life support for adults, in a safe and ethical way.

Retention of knowledge and skills in pediatric basic life support amongst pediatricians

Retention of resuscitation skills is usually assessed at a predefined moment, which enables participants to prepare themselves, possibly introducing bias. In this multicenter study, we evaluated the retention of knowledge and skills in pediatric basic life support (PBLS) amongst 58 pediatricians and pediatric residents with an unannounced examination. Practical PBLS skills were assessed with a validated scoring instrument, theoretical knowledge with a 10-item multiple-choice test (MCQ). Participants self-assessed their PBLS capabilities using five-point Likert scales. Background data were collected with a questionnaire. Of our participants, 21% passed the practical PBLS exam: 29% failed on compressions/ventilations, 31% on other parts of the algorithm, 19% on both. Sixty-nine percent passed the theoretical test. Participants who more recently completed a PBLS course performed significantly better on the MCQ (p = 0.03). This association was less clear-cut for performance on the practical exam (p = 0.11). Older, attending pediatricians with more years of experience in pediatrics performed less well than their younger colleagues (p < 0.05). Fifty-one percent of the participants considered themselves competent in PBLS. No correlation was found between self-assessed PBLS capabilities and actual performance on the practical exam (p = 0.25).Conclusion: Retention of PBLS skills appears to be poor amongst pediatricians and residents, whereas PBLS knowledge is retained somewhat better.What is Known:• Pediatricians and pediatric residents are not always competent in pediatric basic life support (PBLS) in daily practice. Poor retention of skills supposedly accounts for this incompetence. Without regular exposure, resuscitation skills usually deteriorate within 3 to 6 months after training.• Examination of resuscitation skills usually takes place after training. Also, in most studies evaluating retention of skills, participants are tested at a predefined moment. Inasmuch as participants are able to prepare themselves, these assessments do not reflect the ad hoc resuscitation capabilities of pediatricians and residents.What is New:• In this study, pediatricians and pediatric residents had to complete an unannounced PBLS exam at variable time intervals from last certification. Retention of PBLS skills was rather poor (pass rate 21%).• The PBLS skills of older, attending pediatricians with many working years in pediatrics appeared to be inferior to those of their younger colleagues.

P107: The development of a mentorship based, near-peer simulated resuscitation training program for medical trainees

Introduction: High quality Cardiopulmonary Resuscitation (CPR) saves lives, however skill retention after standard Basic Life support (BLS) courses has been shown to be poor. Our goal was to develop a student-run, mentorship based program to allow repetitive practice of BLS skills while minimizing resource commitment and time requirements. Methods: We developed a top down training program that relied on online teaching resources, regular simulation training and near-peer feedback. First year medical students were given the opportunity to participate in the program and baseline CPR quality was documented. They were then divided into intervention and control groups. The intervention group participated in bi-monthly 40-minute small group training sessions directed by senior medical students and monitored by a staff physician. The control group received no further training. At the end of the 8-month study period CPR quality was documented for all participants. Results: We included data from 54 medical students. Overall compression depth and rate were monitored using Laderall SimMan 3G(TM) high-fidelity CPR mannequins. Average rate and depth of compression were significantly improved in the intervention group relative to both the control group that did not receive training, as well as relative to the intervention groups own pre intervention values (both with p values below 0.05 using Mann-Whitney tests and an intention to treat analysis for loss to follow up). Conclusion: Our study demonstrated a significant improvement in CPR quality as a result of our intervention. Survey data also indicated positive feedback from participants in relation to comfort with in-hospital CPR. As such we intend to continue to run this program, identifying participants each year whom can move into training and leadership roles to help foster CPR and basic resuscitation in our medical community.

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.

Wilderness First Responder: Are Skills Soon Forgotten?

Wilderness first responders are trained to provide competent medical care in wilderness settings or until evacuation for more advanced treatment can be obtained. In light of the isolated environments in which they are called upon to respond to illnesses and injuries, their ability to effectively apply their training is crucial. Despite the responsibility assigned to them, there is an absence of research assessing the skill and knowledge retention of wilderness first responders, creating a gap in understanding whether a deficit in their ability to perform exists between certifications. Without such research, it is important to review knowledge and skill retention in related responder groups. The literature over the past 4 decades documents the loss over time of skills and knowledge across an array of trained responders, both professional and laypeople. Although the findings reviewed suggest that WFRs will exhibit a similar pattern of increasing skill loss beginning shortly after certification and a slower, but concurrent, decrease in knowledge, research is needed to document or refute this assumption.

Effectiveness of Basic Life Support Training for Middle School Students.

Bystander cardiopulmonary resuscitation improves survival after out-of-hospital cardiac arrest. This study aimed to assess the effectiveness of a basic life support (BLS) educational course given to 110 middle school children, using a pretest posttest design. In the pretest, students were asked to demonstrate BLS on a manikin to simulate a real-life scenario. After the pretest, a BLS training course of two sessions was provided, followed by posttest on the same manikin. Students were assessed using an observational sheet based on the American Heart Association's BLS guidelines. In the pretest, students showed significant weakness in the majority of guidelines. In the posttest, they demonstrated significant improvement in their BLS skills. BLS training in the middle school was effective, considering the lack of previous skills. It is recommended that BLS education be compulsory in the school setting.

What should be included in the assessment of laypersons\u2019 paediatric basic life support skills? Results from a Delphi consensus study

BackgroundAssessment of laypersons’ Paediatric Basic Life Support (PBLS) skills is important to ensure acquisition of effective PBLS competencies. However limited evidence exists on which PBLS skills are essential for laypersons. The same challenges exist with respect to the assessment of foreign body airway obstruction management (FBAOM) skills. We aimed to establish international consensus on how to assess laypersons’ PBLS and FBAOM skills.MethodsA Delphi consensus survey was conducted. Out of a total of 84 invited experts, 28 agreed to participate. During the first Delphi round experts suggested items to assess laypersons’ PBLS and FBAOM skills.In the second round, the suggested items received comments from and were rated by 26 experts (93%) on a 5-point scale (1 = not relevant to 5 = essential). Revised items were anonymously presented in a third round for comments and 23 (82%) experts completed a re-rating. Items with a score above 3 by more than 80% of the experts in the third round were included in an assessment instrument.ResultsIn the first round, 19 and 15 items were identified to assess PBLS and FBAOM skills, respectively. The ratings and comments from the last two rounds resulted in nine and eight essential assessment items for PBLS and FBAOM skills, respectively. The PBLS items included: “Responsiveness”,” Call for help”, “Open airway”,” Check breathing”, “Rescue breaths”, “Compressions”, “Ventilations“, “Time factor” and “Use of AED”. The FBAOM items included: “Identify different stages of foreign body airway obstruction”, “Identify consciousness”, “Call for help”, “Back blows“, “Chest thrusts/abdominal thrusts according to age”, “Identify loss of consciousness and change to CPR”, “Assessment of breathing” and “Ventilation”.DiscussionFor assessment of laypersons some PBLS and FBAOM skills described in guidelines are more important than others. Four out of nine of PBLS skills focus on airway and breathing skills, supporting the major importance of these skills for laypersons’ resuscitation attempts.ConclusionsInternational consensus on how to assess laypersons’ paediatric basic life support and foreign body airway obstruction management skills was established. The assessment of these skills may help to determine when laypersons have acquired competencies.Trial registrationNot relevant.

Impact of simulation-based basic life support training among the medical students

Background: Cardiovascular disease is the leading cause of death and disability in the world, and cardiac arrests are on the rise. Sudden cardiac death is a major clinical, and public health problem, and survival remains poor. Simulation-based basic life support (BLS) training gives the right steps to revive somebody who has a cardiac arrest. This involves “Hands-on training” on manikins to enable fast recognition and skilled response to help save lives after cardiac arrest. In this context, it is important for medical students to know, how to provide timely cardiopulmonary resuscitation which forms an integral part of BLS training. We conducted this study to first know about the existing knowledge and skills of BLS among medical students and then evaluated the impact of simulation-based BLS training by conducting written and practical tests. Aims and Objective: The aim of the study was to evaluate the knowledge and psychomotor skills of medical students in providing BLS, after undergoing the simulation-based BLS training. Materials and Methods: A total of 85 undergraduate students of II and III year MBBS, of both sexes, were included in this experimental study. Each student had a simulation-based “hands-on” BLS training using Laerdal adult and infant mannikins with feedback device, Ambu bag, and automated external defibrillator trainers. They were taught the sequence of the steps of BLS during the “practice-while-watching,” simulation-based teaching, to facilitate better understanding and retention of the sequence of BLS steps. A self-administered, pretested questionnaire was given a pre-test and post-test along with a practical skill assessment. The data were analyzed using the statistical package for the social sciences version 22.0 - paired t-test and multiple regression analysis. Results: A total of 85, 2nd and 3rd-year MBBS students participated in the study, of which 49 were female (57.6%) and 36 were male (42.4). 45 students (52.9%) were of the age group between 18 and 21 years and 40 students (47.1%) were of the age group between 22 and 25 years. There was no significant difference in pre- and post-test scores between males and females. Simulation-based teaching on BLS has an effect on improving the knowledge and skills in BLS. The two variables age (standardized β = 0.236, P = 0.018) and pre-test scores (standardized β = 0.450, P < 0.001) significantly predicted post-test scores. Conclusion: Simulation-based BLS training has an impact on improving the knowledge and skills of the medical students in providing BLS in cardiac arrest.

Assessment of basic life support skills among medical doctors and technicians in Belgrade emergency medical services

Objective. Our aim was to assess BLS (basic life support) skills among medical doctors (MDs) and medical technicians (MTs) who work at Belgrade Emergency Medical Ser-vices (BEMS).&nbsp;Methods. A prospective study was con-ducted between 28 September and 9 De-cember, 2016. MDs (Group 1) and MTs (Group 2) attended an accredited course in BLS at BEMS. At the end of the course the participants were given a written test consisting of 20 questions (pass rate 65%). The results were analyzed for each group i.e. profession (Group 1 and Group 2) ac-cording to the number of accurate and in-accurate answers to each question. In the end, a number of participants from each group, who answered all 20 questions cor-rectly, were identified. The results obtained, by test analysis, demonstrated the partici-pants’ acquired BLS skills.Results. The study involved 100 partici-pants (50 in each group). All participants from Group 1 correctly answered questions number 1, 2, 3, 10, 13, 17 and 20. In Group 1 only two participants had three incorrect answers in the test. The largest number of incorrect answers was related to question number 16. Thirty-four participants in this group answered all questions correctly. All participants from Group 2 gave correct an-swers to questions number 2, 5, 9, 10 and 13. In Group 2, one participant had six in-correct answers and one participant had 5 incorrect answers. The largest number of incorrect answers was related to questions number 3 and 20. Nineteen participants from Group 2 answered all questions cor-rectly. The rate of correct answers between Group 1 and Group 2 was 19.66 : 18.91 (0.75 difference).Conclusion. The research showed a satis-factory level of knowledge in both groups. However, there is a statistically significant difference in the knowledge of MDs after the BLS course. The results obtained justify the ambitions that all healthcare profes-sionals, regardless of their qualifications, should be trained in applying BLS, both at work and as eyewitnesses.

Cardiopulmonary Resuscitation Performance may Improve with Consideration of Performer’s Characteristics

Background: In basic life support, chest compressions are a very important and basic skill. Acquiring the ability to perform chest compressions is affected by individual characteristics such as physique and physical strength, although all persons can learn to Perform Cardiopulmonary Resuscitation (CPR), including chest compressions. The aim of this study was to examine differences in physique between males and females and Basic Life Support (BLS) skill using a portable manikin with automated corrective feedback.Methods: Participants were 120 fourth-year preclinical dental school students (87 males, 33 females). For skill assessment, students performed chest compressions and single rescuer CPR using a Laerdal Resusci Anne Skill Reporter TM manikin for 2 minutes each before and after CPR. Outcome measures were (1) compression depth (mm), (2) compression rate (number of compressions per minute), (3) compression release depth (recoil, mm), and (4) hand position before and after the BLS course.Results: After the BLS course, compression depth and rate improved significantly. Both before and after the BLS course, male students performed deeper chest compressions than female students. In females, the duration of acceptable chest compressions was significantly shorter than in males.Conclusion: CPR performance was significantly different between males and females, probably due to differences in physique. Therefore, it is necessary for individualized instruction adapted to the learner’s characteristics.

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.