Support Course Research Articles

Title evaluation of the cardiac advanced life support (CALS) course

Title evaluation of the cardiac advanced life support (CALS) course

Level of Knowledge of Medical School Students About Basic Life Support

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p class="Default"><em>Basic Life Support is one of the most important knowledge for doctors and medical students to master. Cardiac arrest can strike anyone without any underlying symptoms. Basic life support can help reduce mortality from cardiac arrest if performed quickly and correctly. This study aims to determine the level of knowledge of basic life support in undergraduate medical students at the Faculty of Medicine, Udayana University because of the need to increase basic life support knowledge in medical students. This research is a quantitative descriptive study with a cross-sectional research design. This research was conducted at the Faculty of Medicine, Udayana University, which was carried out in October 2022. This research uses a stratified random sampling technique which uses primary data from respondents. The population of this study was 1.494 semester students of the medical education study program at the Faculty of Medicine, Udayana University. The research sample was 258 samplee. Data collection using a questionnaire. Analysis of research data using univariate analysis in the form of descriptive frequency distribution, and percentage data. The research results showed that the majority of students at the Faculty of Medicine, Udayana University, had sufficient knowledge about Basic Life Support, 38 (14.7%). The sufficient level of knowledge about Basic Life Support was in the 2020 academic year class of 19 (7.36%), and the level of knowledge about Basic Life Support was obtained based on the experience of university organizations as many as 21 (8.14%). There is still room for improvement to increase the level of knowledge about BLS among the participants. basic life support courses can be integrated into medical students for a fixed period of time to ensure knowledge and skills in basic life support are accessible to every medical student. </em></p></td></tr></tbody></table></div><strong><em>Keywords: Basic life support, Cardiopulmonary resuscitation, Knowledge, Medical student</em></strong>

The impact of ACLS training in theoretical knowledge.

Italy has a public health system where also young physicians hold various jobs, including Emergency Services. Advanced Cardiovascular Life Support (ACLS) course is developed for the management of cardiovascular emergencies. This study evaluates the preparation of Italian physicians on ACLS and their perceived need to be trained on it. surveys had been administered to 4698 Medical Doctors. They consisted of questions on sociodemographic characteristics, knowledge of ACLS protocol, and willingness to attend an ACLS course. Online survey reached 4698 physicians, 137 of them had been excluded for invalid answering. People who had attended an ACLS course scored significantly higher on the test (M=5.68 SD=1.89) than those who had not (M=4.71 SD=1.91). Experienced physicians scored significantly higher (M=5.25 SD=1.96) than recently licensed ones (M=4.84 SD=1.94). Multiple regression was used to predict the ACLS test score. ACLS training has a stronger effect on Cardiovascular Emergency management knowledge (d=-.510) than general working experience (d=-.212). The median score in ACLS knowledge is low (5/10), despite its importance. Multiple linear regression reveals that ACLS has the greatest impact on the score. A small portion of doctors have attended an ACLS course (22%), but the majority of them would participate (89%).

The Dynamics of Public Speaking Anxiety and its Impact on Speaking Performance: A Study Among College Students in Business and Economics

This research investigates the relationship between public speaking anxiety and students’ speaking performance across various disciplines at a Business and Economics Institute. The primary question at the core of this study is whether there is a correlation between the level of public speaking anxiety and students’ speaking performance. The results of surveys and correlation analysis reveal a significant connection between the level of public speaking anxiety and students’ speaking performance. Students with higher anxiety tend to exhibit lower speaking performance. Factors affecting public speaking anxiety, such as preparation, audience size, presentation type, and target audience, are also analyzed. These findings provide additional insights into the impact of these factors on anxiety levels. Furthermore, the research identifies strategies and support programs to address public speaking anxiety and enhance students’ speaking abilities. These include training programs, psychological support, and communication courses. Recommendations involve developing more effective support programs and further research into the factors influencing public speaking anxiety. This study offers a deep understanding of the complexity of public speaking anxiety in the context of higher education, serving as a foundation for the development of educational programs that can improve students’ speaking skills and help them succeed in academic and professional situations.

Hemi-diaphragmatic paralysis

Introduction: Diaphragmatic paralysis (DP) involving the phrenic nerve is related to brachial plexus injury in 80–90% of the cases. Other causes include iatrogenic procedure involving the cardiopulmonary area. It causes respiratory distress which can be severe requiring prolonged need for respiratory support. Recovery can be spontaneous, typically by the first 6–12 months of life though some infants may require surgical intervention if no improvement in DP is noted by 1–2 months of life in the setting of compromised quality of life. Case Report: We present a preterm infant, 31 completed weeks of gestational age, birth weight 1440 g born via emergency C-section due to preterm labor in breech presentation. During delivery, the patient suffered a left brachial plexus injury with phrenic nerve involvement. He developed respiratory distress requiring endotracheal intubation and mechanical ventilation. His clinical course involved multiple failed extubation attempts. Chest X-ray (CXR) and chest fluoroscopy confirmed the diagnosis of left hemi-diaphragmatic paralysis. The patient had a prolonged respiratory support course but was finally weaned to room air by three months of age. Conclusion: Preterm infants can sustain perinatal brachial plexus injury like term or near-term infants in the setting of a traumatic birth irrespective of birth weight. The time and indications for conservative (non-surgical) versus surgical intervention remains debatable. Each case should be tailored to the child’s severity of injury and quality of life and growth. Clinical recovery can occur even with considerable persistence weakness on radiography or chest ultrasound.

Examining the Learning Outcomes Included in Science and Art Centers’ Summer School Support and Development Course of Thinking Education Workshop Program According to Bloom’s Taxonomy

The purpose of the research is to examine the learning outcomes included in Science and Art Centers’ summer school support and development course of thinking education workshop program according to Bloom’s taxonomy. The research was designed as a qualitative study, utilizing the document analysis technique and benefiting from descriptive analysis. The reliability coefficient for the research was 0.87. The results suggested that 91 of the primary, secondary, and high school learning outcomes in the workshop program were related to the cognitive domain of Bloom’s taxonomy, and five of them were related to the affective domain. An examination of cognitive learning outcomes indicated that learning outcomes at the primary, secondary, and high school levels were at the lower levels of the taxonomy, namely remembering, understanding, and applying. However, there was little emphasis on learning outcomes for higher-order thinking skills, which include analyzing, evaluating, and creating. The same situation was observed in examinations carried out at the primary, secondary, and high school levels. Regarding the affective domain, one of the five learning outcomes was at the receiving level, while the other four were at the responding level.

364 The first Advanced Life Support course in Albania - improvement of South-East European emergency and disaster medicine

364 The first Advanced Life Support course in Albania - improvement of South-East European emergency and disaster medicine

298 Change of Advanced Life Support Course Participant Profile in Turkey

298 Change of Advanced Life Support Course Participant Profile in Turkey

45 Basic Life Support course implementation in Armenia

45 Basic Life Support course implementation in Armenia

355 The Immediate and Advanced life support (ILS /ALS) courses in Tunisia : Satisfaction survey

355 The Immediate and Advanced life support (ILS /ALS) courses in Tunisia : Satisfaction survey

Beyond the boundaries of the emergency department: Instructing on Advanced Paediatric Life Support courses.

Beyond the boundaries of the emergency department: Instructing on Advanced Paediatric Life Support courses.

The Impact of Khan Academy Learning Platform on Mathematics Achievement in Primary School Fourth Grade Students

This study aims to examine the effect of the Khan Academy learning platform on students' achievement in mathematics lessons. In the study, the difference between the achievement levels of the experimental and control groups was tested using a pre-test post-test control group design. The study group consists of primary school fourth grade students attending the support and training course. The study was conducted with a total of 60 students. The students in the experimental group were provided with mathematics course contents via the Khan Academy learning platform, and teaching was carried out using these contents. The students in the control group were taught mathematics with the Education Information Network (EBA). Firstly, a pre-test was applied to both groups, and the achievement levels of the students were recorded. Then, the Khan Academy learning platform was introduced to the students in the experimental group, and this platform was used in mathematics lessons. The students in the control group were introduced to EBA, and this platform was used in mathematics lessons. After a certain period of time, the post-test was applied to both groups, and the achievement levels of the students were measured again. The difference between the achievement levels of the experimental and control groups was statistically analyzed using the data obtained. As a result of this analysis, it was concluded that the Khan Academy learning platform had a greater effect on students' achievement in mathematics.

Impact of Standardized Multidisciplinary Critical Care Training on Confidence with Critical Illness and Attitudes Towards Interprofessional Education and Multidisciplinary Care.

The Fundamental Critical Care Support Course (FCCS) is a standardized multidisciplinary program designed to educate participants on the basics of identification and management of patients with critical illness. Our objective was to evaluate the effect of FCCS participation on confidence in the assessment and management of critically ill patients and attitudes towards multidisciplinary education and interprofessional care in a multidisciplinary group of participants. Participants enrolled in the FCCS course from May 2018 to November 2019 were solicited to participate in a series of surveys evaluating their course experience and confidence in critical care. Attitudes towards multidisciplinary education and interprofessional care were evaluated using the Student Perceptions of Interprofessional Clinical Education-Revised Instrument version 2 (SPICE-R2) tool. A prospective pre- and post-design with a self-report survey including retrospective pre-training assessment and a 3-month follow-up was conducted. Statistical analysis was performed using descriptive statics and non-parametric methods. 321 (97.9%) of the course participants enrolled in the study and completed the confidence survey and SPICE-R2 tool pre-course. Nurses (113, 35.4%) and physicians (110, 34.4%) made up the largest groups of participants, although physician assistants and paramedics were also well represented. Confidence in recognition and management of critical illness significantly improved across all studied domains after course completion, with the mean total confidence score improving from 32.96 pre-course to 41.10 post-course, P < 0.001. Attitudes towards multidisciplinary education and interprofessional care also improved (mean score 41.37 pre-course vs 42.71 post-course, P < 0.001), although pre-course numbers were higher than expected which limited the significance to only certain domains. In a multidisciplinary group, completion of FCCS training led to increased confidence in all aspects of critical illness measured. A modest increase in attitudes regarding multidisciplinary education and interprofessional care was also demonstrated. Further study is needed to assess whether this increased confidence translates to improvements in patient care and outcomes.

ЭФФЕКТИВНОСТЬ КРАТКОСРОЧНОЙ РАР-ТЕРАПИИ У БОЛЬНЫХ ФИБРОЗИРУЮЩИМИ ИНТЕРСТИЦИАЛЬНЫМИ ЗАБОЛЕВАНИЯМИ ЛЕГКИХ

The results of the use of non-invasive lung ventilation (NIV) with the creation of positive airway pres-sure (Positive Airway Pressure) or PAP-therapy in patients with fibrosing interstitial lung diseases (FILD) are presented. The assessment of the initial functional status and the dynamics of changes was carried out using a cardiopulmonary exercising test (CPET). Objective: to evaluate the effectiveness of PAP-therapy, as one of the methods of respiratory support, in patients with FILD using CPET. Materi-als and Methods: The study included 35 patients with clinically-radiologically or histologically veri-fied FILD, among them, 60% were idiopathic pulmonary fibrosis, 31 % – exogenous fibrosing-type allergic alveolitis, 9 % – pleuroparenchymal fibroelastosis. All patients underwent CPET at baseline, after which they were randomized into 2 groups: the main group A – 18 people who received PAP-therapy for 1 month and the control group B – 17 people who did not receive respiratory therapy. A month later, all patients repeated CPET in dynamics. Results of the study: after 1 month of PAP-therapy in patients of the study, the main group A, there was a statistically significant change in some indicators of CPET, such as an improvement in the ventilation-perfusion ratio, in the form of a de-crease in the VD/VT (p = 0,09), an increase efficiency of the work performed (decrease in VO2/WR(p=0,02)), increase in the power of the work performed (MET (p=0,02), wt/kg (p=0,03)). In patients of the control group B after 1 month no statistically significant changes in CPET indicators were found. Comparative analysis between groups also confirmed more efficient oxygen delivery in group A. Conclusion: we can assume a positive effect of a short-term course of NIV respiratory sup-port on the functional status of the respiratory system in FILD patients, in particular, an improvement in the ventilation-perfusion balance at rest and during exercise, as well as an increase in exercise toler-ance.

DEVELOPMENT AND VALIDATION OF QUESTIONNAIRE FOR KNOWLEDGE, ATTITUDES AND SELF-EFFICACY ON ADULT CARDIOPULMONARY RESUSCITATION AMONG HEALTHCARE PROVIDERS

Cardiac arrest was Malaysia's highest cause of death for over two decades. All healthcare providers should be prepared to perform resuscitation, especially in an out-of-hospital setting. This research aimed to develop and validate a questionnaire to assess knowledge, attitudes, and self-efficacy on adult cardiopulmonary resuscitation (CPR), known as the KAECPR questionnaire among healthcare providers, focusing on Assistant Medical Officers (AMOs), nurses, and midwives in an out-of-hospital setting. Sixty-one items were initially developed according to the latest Basic Life Support (BLS) guidelines and experts' consensus involving four sections: demographic data and three domains on knowledge, attitudes, and self-efficacy towards adult CPR. This questionnaire was assessed regarding content validity, face validity, and internal consistency reliability. The average of content validity index at scale level (S-CVI/Ave) and universal agreement of content validity index at scale level (S-CVI/UA) showed over 0.80 for all domains. For average index of face validity (S-FVI/Ave) and universal agreement index of face validity at scale level (S-FVI/UA) also showed more than 0.80, indicating that the items scale was clear, relevant, and understandable. All three domains showed Cronbach's alpha values of over 0.70, indicating it was a reliable instrument. This study demonstrated that the newly developed questionnaire had achieved acceptable content validity, face validity, and internal consistency reliability. Therefore, this instrument can be used to evaluate the knowledge, attitudes, and self-efficacy of AMOs, nurses, and midwives in Malaysia regarding out-of-hospital adult CPR. The questionnaire is recommended to be used with existing life support courses in Malaysia to enhance learning and concept-grasping among healthcare providers.

Anticoagulation strategies in COVID-19 infected patients receiving ECMO support.

Hospitalized COVID-19 patients with hypoxemic respiratory failure may deteriorate despite invasive mechanical ventilation and thus require extracorporeal membrane oxygenation (ECMO) support. Unfractionated heparin (UFH) is the antithrombotic of choice, however, bivalirudin may offer more predictable pharmacokinetics resulting in consistent anticoagulant effects with lower bleeding and thrombotic occurrences. The aim of this study was to evaluate efficacy and safety outcomes in patients undergoing venovenous (VV) ECMO receiving bivalirudin or UFH-based anticoagulation. This retrospective, single-center, observational cohort study included patients with confirmed COVID-19 infection requiring VV ECMO support receiving anticoagulation with UFH or bivalirudin. Primary endpoints were time to reach therapeutic aPTT, percent time spent in aPTT range, and the occurrence of thrombotic events over the entire course of ECMO support. Secondary endpoints included the incidence of major/minor bleeding, the ability to wean off ECMO support, in-hospital mortality, and length of stay. Twenty-two patients were included in the study (n=10 UFH, n=12 bivalirudin). Time to therapeutic aPTT was achieved faster with UFH (10h vs. 20h). The percentage time spent within the goal aPTT range was similar between UFH and bivalirudin (50% vs. 52%). Thrombotic events were significantly higher in the UFH group (40% DVT, 40% PE, 80% oxygenator thrombus in ECMO machine, 10% ischemic stroke) versus bivalirudin (8% DVT, 17% PE, 33% oxygenator thrombus, no ischemic strokes) (CI 95%, p=0.04). The overall bleeding incidence was higher in the UFH arm (90% vs. 75%). The mortality rate was 90% in the UFH group and 58% in the bivalirudin group. The length of stay was similar between the two study arms. In hospitalized patients with COVID-19-associated acute respiratory distress syndrome (ARDS) on VV ECMO support, the use of bivalirudin showed to be a viable anticoagulation alternative in terms of efficacy compared to UFH and resulted in a favorable safety profile with lower rates of bleeding and thrombotic events.

Knowledge of pulse oximetry among emergency and critical care nurses.

The pulse oximeter is a simple, cost-effective and reliable device for estimating arterial blood oxygen saturation. Nurses are required to be knowledgeable in pulse oximeter use. Little is known about nurses' knowledge of pulse oximetry in the Middle East region. To assess nurses' knowledge of pulse oximetry among emergency and critical care nurses and to explore predictors of nurses' knowledge of pulse oximetry. This is the second part of data analysis that was first presented in the 'proficiency in ECG' study conducted in Jordan. The original data used for both parts of analysis included a questionnaire with two tests; a knowledge of pulse oximeter test and an ECG proficiency test. Participants were asked to take, alone without receiving assistance, both tests. In this study, the second part of analysis, the focus is on the pulse oximeter test. The test consisted of 21 items that emphasize knowledge of basic physiological principles as well as device limitations; whether technical or interpretation. The test administration procedure also included asking participants to provide socio-demographic variables. In the original data collected in both parts of analysis, nurses working in the emergency department, cardiac care units or intensive care units from nine different hospitals (1 governmental, 6 private and 2 educational) and holding a bachelor degree or higher were asked to participate. The total number of participating nurses was 210; out of 247 approached (response rate, 85%). The mean score in the nurses' knowledge of pulse oximetry test was 12.33 out of 21, corresponding to 58.7%. The clinical area currently working in predicted the knowledge of pulse oximetry test score after controlling for all other variables. Emergency department and intensive care unit nurses scored higher than cardiac care unit nurses by 1.86 and 1.63 points respectively (58.2% and 60% respectively). Nurses consistently report inadequate education and training concerning pulse oximeter use and interpretation. A revision to hospital in-service education seminars and undergraduate nurses' curriculum to assure adequate preparation is needed. Knowledge of pulse oximetry among emergency and critical care nurses is modest. This is a challenge worldwide. Predictors of nurses' knowledge of pulse oximetery are the clinical area currently working in (ICU and ED nurses are more knowledgeable than CCU nurses), proficiency in electrocardiography and taking an advanced cardiac life support course.

Stress Impact and Care for COVID-19: Pilot Education and Support Course Decreases Burnout Among Nursing Students.

Nurses and nursing students have been at the forefront of the fight against COVID-19, often working in conditions that produce stress injuries and burnout. Early recognition and mitigation of stress and emotional trauma help prevent burnout. To evaluate the effectiveness of an online 8-hour stress awareness course and associated 1-hour support group in reducing stress and burnout among nursing students. We conducted a program evaluation for an online stress awareness pilot course offered to nursing students. The course, and associated support groups led by trained psychiatric mental health nurse practitioner students, included a common language for talking about stress, screening tools for recognizing stress injuries, and strategies for improving self-care. Students completed pre- and post-course surveys. Outcome measures included changes on course learning objectives, level of burnout, health-related locus of control, and experiences of stress and coping. Nursing students (n = 360) enrolled in the course, and 224 (62%) completed pre- and post-course surveys. Sixty percent rated the course excellent or very good. Depression Anxiety and Stress Scales and Impact of Event Scale Revised scores were within established normal ranges. There was a significant increase in all nine course learning objectives (p < .001) and decreased signs of stress (p < .001). Students' level of burnout decreased by odds ratio = 0.58 (95% CI: [0.4, 0.9], p < .006). Nursing leaders can use psychoeducational strategies to mitigate the impact of stress, build confidence, and support nursing students entering the workforce during these unprecedented times.

Basic life support awareness among medical undergraduate students in Syria, Iraq, and Jordan: a multicenter cross-sectional study

Background and aimsBasic life support (BLS) training rates vary widely worldwide, and there is a general scarcity of surveys that assess students’ knowledge and awareness of BLS in middle eastern nations. This study aims to evaluate medical students’ knowledge and awareness towards basic life support.MethodsA cross-sectional study, using an online web-based questionnaire, assessing BLS awareness and knowledge, was conducted from 3 to 30 November 2021. The study included 2114 medical students from Syria, Iraq, and Jordan. The questionnaire consisted of three sections: demographic baseline characteristics, knowledge about BLS, and ability to apply basic life support. A binominal logistic regression was done between the total score and other demographic characteristics to determine if we could predict the research sample's appropriate knowledge of BLS level.ResultsThere was a moderate knowledge of BLS and cardiopulmonary resuscitation (CPR) skills among participating students with an average score of 19.67 (0–34). Seventy-eight of the participants (1656) stated that they have not attended a basic life support course. There was a significant difference between the participants from different countries, where the mean score in Syria, Jordan, and Iraq was 18.3, 24.3, and 18.8, respectively (p < 0.05). Considering the level of knowledge, 18.3%, 72.8%, and 8.9% of the participants had a high, intermediate, and low level, respectively. Furthermore, students who took a BLS course had a higher level of knowledge than those who did not, with an odds ratio of 5.168 (p value < 0.0001).ConclusionThe overall knowledge of medical students’ basic life support knowledge is insufficient and need to be greatly improved. According to this study, previous participation in basic life support training had a positive effect on knowledge level. As a result, universities must establish basic life support programs as quickly as possible.

The ATLS® Course: Empowering Healthcare Professionals for Excellence in Trauma Care.

The Advanced Trauma Life Support (ATLS) course has become an indispensable tool in preparing health care professionals to provide optimal trauma care.&#x0D; This article highlights the impact of the ATLS course on empowering healthcare professionals for excellence in trauma care.&#x0D; By providing a standardized framework, enhancing critical decision-making skills, and promoting interdisciplinary collaboration, the ATLS course equips practitioners with the knowledge and skills necessary to effectively respond to trauma emergencies. Additionally, the course prepares healthcare professionals for the unpredictable nature of trauma care through simulation-based training and fosters a culture of continuous professional growth.&#x0D; Through its emphasis on standardization, critical thinking, and continuing education, the ATLS course plays a vital role in improving patient outcomes and establishing a foundation for excellence in trauma care.&#x0D; Conclusion: The ATLS course stands as a testament to the commitment of healthcare professionals to provide excellent trauma care. It empowers practitioners with the necessary knowledge, skills, and standardized approach to save lives in the critical moments following traumatic events.