Basic Life Support Training Research Articles

Strengthening Community Service Collaboration Through Basic Life Support (BLS) Training

The community service project aims to enhance public knowledge and skills in providing immediate assistance during cardiac emergencies. Conducted in collaboration with the Indonesian Emergency and Disaster Nurses Association (HIPGABI) North Sumatra and the Regional Crisis Center Team North Sumatra, this program focuses on training participants in the fundamental techniques of Basic Life Support (BLS), including cardiopulmonary resuscitation (CPR) and the use of automated external defibrillators (AEDs). The training is specifically designed for the congregation of HKBP Resort Kwala Bekala Church. The involvement of HIPGABI North Sumatra and the Regional Crisis Center Team North Sumatra brings expertise and professionalism, ensuring that the training adheres to national standards and best practices in emergency response. The outcomes of this training are expected to strengthen community resilience and preparedness in dealing with health emergencies in Medan and the surrounding areas.

Redesign of a virtual reality basic life support module for medical training – a feasibility study

BackgroundHealthcare providers, including medical students, should maintain their basic life support (BLS) skills and be able to perform BLS in case of cardiac arrest. Research shows that the use of virtual reality (VR) has advantages such as improved accessibility, practice with lifelike situations, and real-time feedback during individual training sessions. A VR BLS module incorporating these advantages, called Virtual Life Support, has been developed especially for the medical domain. Virtual Life Support was collaboratively developed by software developers and stakeholders within the field of medical education. For this study, we explored whether the first version of this module capitalised on the advantages of VR and aimed to develop an understanding of barriers to feasibility of use.MethodsThis study was conducted to assess the feasibility of employing Virtual Life Support for medical training and pinpoint potential obstacles. Four groups of stakeholders were included through purposive sampling: physicians, BLS instructors, educational experts, and medical students. Participants performed BLS on a BLS mannequin while using Virtual Life Support and were interviewed directly afterwards using semi-structured questions. The data was coded and analysed using thematic analysis.ResultsThematic saturation was reached after seventeen interviews were conducted. The codes were categorised into four themes: introduction, content, applicability, and acceptability/tolerability. Sixteen barriers for the use of Virtual Life Support were found and subsequently categorised into must-have (restraining function, i.e. necessary to address) and nice to have features (non-essential elements to consider addressing).ConclusionThe study offers valuable insights into redesigning Virtual Life Support for Basic Life Support training, specifically tailored for medical students and healthcare providers, using a primarily qualitative approach. The findings suggest that the benefits of virtual reality, such as enhanced realism and immersive learning, can be effectively integrated into a single training module. Further development and validation of VR BLS modules, such as the one evaluated in this study, have the potential to revolutionise BLS training. This could significantly improve both the quality of skills and the accessibility of training, ultimately enhancing preparedness for real-life emergency scenarios.

Evaluation of the Basic Life Support Training Provided to Search and Rescue Staff

Background This research aimed to assess the effect of theoretical and practical Basic Life Support training on the knowledge level of research and rescue staff who encounters lots of wounded people during their work. Methods Random pre-test - post-test control group pattern was used in the research. Thirty of the participants were untrained and they were selected for the experiment group whereas the other 30 with previous training were placed in the control group. Once all the participants were pre-evaluated, the experiment group received a 315-minute training. Then, both groups were taken through a post-test evaluation. Results It was found that the differences between the experimental group's BLS Knowledge Level and the Assessment Scale of the post-test and the pre-test were significantly higher than the differences between the control group's post-test and the pre-test results (p

Knowledge and Skill Retention in First-Year MBBS Students After Basic Life Support Training: A One-Year Longitudinal Study.

BackgroundThe Indian National Medical Council has incorporated the Basic Life Support (BLS) course in the foundation course of the undergraduate (MBBS) medical curriculum. However, medical teachers raise concerns about how training would affect the retention of Basic Life Support (BLS) abilities in the longer run. So, the current study assesses the knowledge and retention of BLS skills among first-year MBBS students over one year.MethodsWe included one hundred first-year MBBS students in our study who were trained for BLS, including theory, demonstrations and hands-on training using mannequins. Theoretical knowledge was assessed using pre-test and post-test questionnaires. At the same time, the skills were evaluated using Directly Observed Procedural Skills (DOPS) scores before, just after the training session, and again after one month, six months, and one year. Course feedback was also taken from the students after completing the sessions.ResultsThere was a statistically significant difference between pre-and post-test knowledge scores, indicating that training improved their knowledge. (p < 0.001) There was also a statistically significant difference between pre-and post-test skills using DOPS (p < 0.001). There was no significant difference in the score when DOPS was conducted at one month, but a significant decrease in their skills was seen at six months and one year when compared with the Post Skill Score. (P < 0.001)ConclusionsThe first-year medical students’ knowledge and skills were enhanced by BLS training coupled with practical sessions. Such waning skills necessitate repeating the training at periodic intervals to reinform retention of skills acquired during BLS training.

Overview of Knowledge about Basic Life Support (BLS) for Nature Lovers Students

Basic life support (BLS), comprising cardiovascular resuscitation and automated external defibrillator use, is not exclusively taught to health care workers but also to layman. BLS could save the lives of trauma and/or other emergency patients, particularly where health care facility is unreachable. Students’ mountaineering club members particularly are under constant risks of these conditions. There has been no study regarding BLS knowledge profile in North Maluku, especially among students’ mountaineering club members. Objective: To describe the level of knowledge about BLS among students’ mountaineering club members at Khairun University. Methods: This observational, descriptive, cross-sectional descriptive study was conducted on all students’ mountaineering club members at Khairun University in 2022. Analysis was performed using univariate analysis. Results: Among 123 respondents from 14 study programs, most were male (57,7%), were civil engineering students (22,2%), and had previous BLS training (87,8%). Regarding the level of BLS knowledge, 6,5% had good knowledge, 50,4% mediocre, and 43,1%had low level of knowledge. Conclusion: Most students’ mountaineering club members at Khairun University had mediocre level of knowledge regarding BLS. Further study is required to confirm this finding.

Evaluation of the impact of an integrated simulation model in basic life support training on knowledge and practice: A randomized control trial in Jordanian hospitals

This study aims to evaluate the effectiveness of simulation training (ST) in improving nurses' knowledge and practice, which is essential in the nursing field, particularly among nurses in Jordanian hospitals. ST has the potential to significantly enhance patient care outcomes. A Randomized Control Trial was conducted in five hospitals in Jordan, using three repeated measurement tests: a pre-test, an immediate post-test after the intervention, and a post-test three months later. The nonparametric Mann-Whitney statistical test showed that the control and experimental groups were similar, with no significant differences in the participants' demographic characteristics. The Independent T-test confirmed the similarity of the pre-test results in the control group's knowledge and practice and the intervention group's mean scores. The simulation intervention proved to be highly effective in enhancing Basic Life Support (BLS) knowledge and practice among nurses. It nearly doubled the knowledge pre-test percentage from 40% to 75.35% in the immediate post-test, improving the scores from poor in the pre-test to excellent in the post-test. This significant improvement highlights the importance of simulation training in enhancing nurses' knowledge and practice. Similarly, ST significantly increased the average practice score percentage from 47.5% to 70% after the intervention, demonstrating its substantial impact. In conclusion, BLS simulation is a highly efficient educational method that helps participants acquire knowledge and skills. Simulation training prepares learners to activate cardiopulmonary resuscitation (CPR) quickly and correctly in case of cardiopulmonary arrest. Therefore, simulation in training should be expanded in the nursing curriculum.

Attitudes and Skills in Basic Life Support after Two Types of Training: Traditional vs. Gamification, of Compulsory Secondary Education Students: A Simulation Study.

It is recommended to implement the teaching of Basic Life Support (BLS) in schools; however, studies on the best training method are limited and have been a priority in recent years. The objective of this study was to analyze the attitudes and practical skills learned during BLS training using a gamified proposal. A comparative study was carried out, consisting of Compulsory Secondary Education students [control group (CG; classical teaching) and experimental group (EG; gamified proposal)]. The instruments used were the CPR and AED action sequence observation sheet, data from the Laerdal Resusci Anne manikin and AED and Attitude Questionnaire towards Basic Life Support and the Use of the Automated External Defibrillator. Sixty-eight students (33 girls) with a mean age of 13.91 ± 0.70 years were recruited. Results were significantly better in the EG (n = 37) [i.e., breathing control (p = 0.037); call to emergency services (p = 0.049); mean compression depth (p = 0.001); self-confidence (p = 0.006); intention to perform BLS and AED (p = 0.002)]; and significantly better in the CG (n = 31) [Total percentage of CPR (p < 0.001); percentage of correct compression (p < 0.001); time to apply effective shock with AED (p < 0.001); demotivation (p = 0.005). We can conclude that the group that was trained with the training method through the gamified proposal presents better intentions and attitudes to act in the event of cardiac arrest than those of the classic method. This training method allows for similar results in terms of CPR and AED skills to classical teaching, so it should be taken into account as a method for teaching BLS to secondary education students.

Emergency complications during dermatological, surgical, or cosmetic procedures: A cross-sectional study among dermatologists.

Medical emergency complications may occur during dermatological, surgical, and cosmetic procedures. This study aimed to investigate the frequency of dermatologists who experienced emergency complications as well as their level of knowledge regarding emergencies and basic life support. The cross-sectional descriptive study was conducted online among 240 dermatologists to whom a questionnaire was sent via email and a closed social media group. The survey instrument asked about emergency complications during dermatological, surgical, or cosmetic procedures and the dermatologists' level of knowledge regarding emergencies and basic life support. Among the dermatologists, 53% reported emergency complications during dermatological and surgical procedures and 43.2% during cosmetic procedures. The most common complications were vasovagal syncope, hypotension/bleeding, and seizures. Emergency complications were more common among specialists, those with more than 15 years of professional experience, those working in their private clinics, and those performing an average of 10-50 dermatological/surgical procedures per week and fewer than 10 cosmetic procedures per week (p < 0.05). The knowledge level of dermatologists was highest among residents, dermatologists with 0-4 years of professional experience, those working in university hospitals, and those who had both theoretical and practical training in basic life support. This study shows a relatively high frequency of dermatologists who experienced emergency complications during dermatological, surgical, or cosmetic procedures. Although these complications seem to be common; most of them are mild, self-limiting, and not life-threatening. Nevertheless, dermatologists should be competent and prepared to intervene in medical emergencies in daily practice.

Tailored Basic Life Support Training for Specific Layperson Populations-A Scoping Review.

Background: Basic life support (BLS) is a life-saving link in the out-of-hospital cardiac arrest chain of survival. Most members of the public are capable of providing BLS but are more likely to do so confidently and effectively if they undertake BLS training. Lay members of the public comprise diverse and specific populations and may benefit from tailored BLS training. Data on this topic are scarce, and it is completely unknown if there are any benefits arising from tailored courses or for whom course adaptations should be developed. Methods: The primary objective of this scoping review was to identify and describe differences in patient, clinical, and educational outcomes when comparing tailored versus standard BLS courses for specific layperson populations. This review was undertaken as part of the continuous evidence evaluation process of the International Liaison Committee on Resuscitation. Results: A primary search identified 1307 studies and after title, abstract, and full-text screening, we included eight publications reporting on tailored courses for specific populations. There were no studies reporting direct comparisons between tailored and standardized training. Seven (88%) studies investigated courses tailored for individuals with a disability, and only one study covered another specific population group (refugees). Overall, the quality of evidence was low as the studies did not compare tailored vs. non-tailored approaches or consisted of observational or pre-post-designed investigations. Conclusions: Tailored BLS education for specific populations is likely feasible and can include such groups into the pool of potential bystander resuscitation providers. Research into comparing tailored vs. standard courses, their cost-to-benefit ratio, how to best adapt courses, and how to involve members of the respective communities should be conducted. Additionally, tailored courses for first responders with and without a duty to respond could be explored.

A Preexperimental Study to Find the Effectiveness of Structured Simulation-based Training on Basic Life Support among Dental Doctors, in Uttarakhand

Abstract Background: Improving skills to provide high-quality cardiopulmonary resuscitation (CPR) among health-care professionals is vital and may lead to a reduction in unexpected deaths due to cardiac arrest. Aim: The aim of the study is to evaluate the impact of basic life support (BLS) training among dental physicians. Materials and Methods: A preexperimental study was conducted among 97 dental doctors selected using universal sampling at the center for Professional Education (CPD), All India Institute of Medical Sciences, Rishikesh. The participants included faculty and postgraduate students from Seema Dental College, Rishikesh, after obtaining informed consent. A pretested, semi-structured questionnaire on BLS techniques and a feedback form was used to assess knowledge of CPR. A structured simulation-based training was given to the participants for 2 days about BLS after conducting a pretest. The training was given in small groups (10 members), and all the participants were given mandatory participation to practice the procedures before the posttest, followed by feedback on the quality of the training. Data analysis was done using statistical software. Results: There was a significant difference in mean scores of awareness between the pretest (13.69 ± 4.37) and posttest (22.01 ± 1.86) of the participants (P = 0.001). The majority of the participants (89.7%) felt that overall, the quality of the module was most satisfactory, intellectually stimulating, and relevant research based. Conclusion: There is a need for BLS training for the different cadres of health-care professionals, public volunteers, ambulance drivers, schoolteachers, students, and the general public at regular intervals. The feedback about the present training was favorable.

Simulation based CPR Training of EMS Staff and its Utility in Managing Remote Patients at Tertiary Care Hospital of Central India

Abstract Introduction: AVBRH is 1500-bedded tertiary care hospital that caters to patients from areas within more than a 50 km radius. Emergency medical services (EMS) are established and frequently on the run. The EMS team has 10 basic life support (BLS) ambulances with 20 drivers and 20 paramedical staff. Daily, 3–5 highly critical patients who are in need of cardiopulmonary resuscitation (CPR) are transferred to the AVBRH hospital. The optimal medical care while transferring the patient to AVBRH hospital was unmonitored and without any benchmark. A low-risk simulation-based environment to practice can be valuable to maintain a wide array of skills. Effective and prompt delivery of expert instruction and guidance by a telesimulation is approved to be a beneficial approach in this setting. Training of EMS staff helps to improve patient care and satisfaction. Hence, we decided to undertake the simulation-based CPR training of the staff and correlate the outcome with existing mortality data of Medical record department (MRD). Objective: To optimize health care while transferring the patient to a tertiary hospital by BLS training and teleassisting. To see the impact of teaching and assisting on overall patient outcomes at the emergency department. Methodology: Forty EMS participants were enrolled and trained for 2 days. On day 1, they were trained in BLS, while on day 2, training in working as a team through simulation at school of virtual learning was done. They were trained to work as a team through simulated case scenarios with effective telecommunication while transferring the patient to the hospital. After training, these EMS staff were monitored and assisted according to the protocol of BLS by the emergency medicine department through telecommunication on the field for the next 3 months and reassessed again after the completion of 3 months. The following tabulated assessment format is used for EMS staff attending to the patient on the field. The prefield assessment on the same day of training and on postfield assessment after 3 months at school of virtual learning-simulation lab (SVL) was conducted. The data were gathered, tabulated, and analyzed for the percentage. Conclusion and Recommendation: Simulation-based teaching by a facilitator along with effective telesimulation creates an important link and gaps in the bridge between knowledge and technical skills. It has been found that overall patient care and performance of EMS staff was significantly improved; hence, recommendations for continuous assistance while transferring the patients are given. Training of the newly appointed EMS crew and the other available EMS services from the district should be aligned with assisted telecommunication services of AVBRH. Regular audit for quality improvement in EMS performance to be imparted.

Effectiveness of Hands-On Training Regarding Basic Life Support (BLS) on Knowledge Among Saveetha College of Arts and Science Final Year Students.

Cardiac disorders are major global death causes, necessitating emergency measures in sudden cardiac arrests. Successful cardiopulmonary resuscitation, performed by medical team members, significantly reduces death rates from cardiac arrest, a growing concern across all age groups. The study evaluates the impact of hands-on basic life support (BLS) training program on final-year students' knowledge of BLS. A pre- and post-test study was conducted among 60 students at Saveetha College of Liberal Arts and Science. A convenient sampling technique was used to select the samples. The demographic variables were collected by using multiple-choice questionnaires. Results showed an effective level of knowledge and skill in BLS, indicating the need for further research. The study concludes that the level of knowledge and skill among final-year students of Saveetha College of Arts and Science was found to be effective in gaining knowledge regarding BLS in the post-test.

Knowledge level of students about basic life support during the COVID-19 pandemic

Basic Life Support (BLS) is a vital competency that should be possessed by everyone, especially medical students. However, the COVID-19 pandemic has made the practice of BLS more complex due to close contact, which puts helpers at risk of contracting the virus. This study aims to assess the level of knowledge of students regarding BLS during the pandemic. This research is a quantitative, descriptive study with a survey design that utilizes an online questionnaire with a sample of students from the Faculty of Medicine, Universitas Sumatera Utara, class of 2019. The results of this study show that the level of knowledge of students about BLS during the pandemic is sufficient. Among the female respondents, 22 had good knowledge (14.7%), 53 had sufficient knowledge (35.3%), and 15 had less knowledge (10%). Among the male respondents, 4 had good knowledge (2.7%), 35 had sufficient knowledge (23.3%), and 21 had less knowledge (14%). Of the respondents who had a history of participating in BLS training, 12 had good knowledge (8%), 36 had sufficient knowledge (24%), and 5 had poor knowledge (3.3%). For those without a history of BLS training, 14 had good knowledge (9.3%), 52 had sufficient knowledge (34.7%), and 31 had poor knowledge (20.7%). Even though the pandemic makes BLS practice more complex, the results show that students have sufficient knowledge about BLS during the pandemic. This knowledge was better among students who had previously participated in BLS training.

Designing Effective Scripts and Resources to Support Simulated Practice, Using Basic Life Support as an Exemplar

This is the third instalment in a series of papers featured in this journal, focusing on the application of mental simulation in nursing. This specific article addresses the pervasive issue of skill decay in Basic Life Support (BLS) training, proposing an innovative solution through the integration of mental simulation. Despite mandatory annual BLS updates for nurses, evidence suggests a decline in skills over time, posing risks to patient safety. Traditional methods, reliant on face-to-face sessions, may not sufficiently prevent skill decay, particularly in time-sensitive scenarios. The article advocates for mental simulation as a complementary and accessible approach to augment traditional BLS training. Focused on the vivid mental rehearsal of actions, mental simulation offers a promising avenue for nurses, seeking to reinforce correct techniques and deepen their understanding of BLS interventions. Guided by the physical, environment, task, timing, learning, emotion, perspective (PETTLEP) framework, the discussion navigates through the practical application of mental simulation. The framework serves as a model for crafting scenario scripts, emphasising each of the PETTLEP elements. Recommendations include the incorporation of progressive scripts aligned with learners’ evolving knowledge, providing a nuanced approach to skill enhancement. Authenticity is emphasised through the integration of real experiences into scripts, adopting a first-person perspective, and incorporating sound effects. While acknowledging challenges such as empirical testing and individual differences, the paper concludes by highlighting the potential of mental simulation to bridge gaps in nursing education. In offering a practical and immersive learning experience, mental simulation emerges as a valuable tool for nurses aiming to optimise their BLS proficiency, ultimately contributing to enhanced patient safety.

Use of High-Fidelity Simulation as an Adjunct to Basic Life Support Training To Promote Team-Based Resuscitation Skills: A Mixed-Methods Pilot Study.

Introduction The 2020 American Heart Association's (AHA) Basic Life Support (BLS) curriculum focuses on cardiac arrest resuscitation with one or two rescuers, providing only limited opportunities to develop higher-level skills such as leadership, communication, and debriefing. This mixed-methods pilot study evaluated whether supplementing the traditional Heartcode BLS course with a high-fidelity teamwork simulation session improved mastery of these higher-level skills. Methods Twenty-four first-year medical students completed the pilot training during sessions offered in February and May of 2023. The program included the traditional AHA Heartcode BLS course, which ranges from two to four hours, and includes both online and in-person skills components. This was followed by a 90-minute high-fidelity simulation session consisting of two simulated resuscitationsseparated by a student-led plus/delta debriefing. Facilitators then debriefed the entire activity. Students completed an anonymous online survey that used a 0-10 slider scale to attribute their perceived proficiency for specific skills to the initial BLS course or the teamwork simulations and provided qualitative feedback. Results Twenty-one students (87.5%) completed the follow-up survey. Students credited their proficiency in technical skills (e.g., "Chest Compressions") to both sessions equally, but proficiency in higher-level skills, such as leadership, communication, and teamwork, was predominantly credited to the simulation. Additionally, students reported that the teamwork simulation promoted realism and increased self-efficacy. Conclusion Team-based resuscitation simulations using high-fidelity equipment augmented the AHA BLS course by promoting perceived competence in team dynamics domains and increasing students' self-efficacy for participating in real hospital-based resuscitations. Studies with larger sample sizes and objective data should be performed, and the use of similar resuscitation simulations or the development of a formal team-based BLS certification course should be considered.

Basic life support training for intensive care unit nurses at a general hospital in Tabriz, Iran: a best practice implementation project

ABSTRACT Introduction and objectives: Basic life support (BLS) is foundational to the care delivered to cardiac arrest victims. This study evaluated current practices and implemented best practices related to BLS training for intensive care unit (ICU) nurses in a general hospital in Tabriz, Iran. Methods: This interventional before-after study was informed by the JBI Evidence Implementation Framework. An audit, feedback, and re-audit strategy was used to measure baseline compliance with best practices, develop an implementation strategy to address gaps in compliance, and undertake a final evaluation to measure changes in compliance. The JBI Practical Application of Clinical Evidence System (JBI PACES) and situational analysis Getting Research into Practice (GRiP) tool were used to support data collection and implementation planning. There were 13 evidence-based criteria and a sample of 9 ICU nurses. Results: The baseline audit revealed gaps between current practice and best practice in 9 of the 13 criteria. Barriers included insufficient education tools and programs, insufficient supervision, lack of skills laboratories, and a lack of continuous BLS education. Improvement strategies included providing a human stimulator manikin, developing an education program for nurses, as well as establishing a cardiopulmonary-cerebral resuscitation department, a skills laboratory, and continuous BLS education based on the American Heart Association guidelines. The follow-up audit revealed improvement of 100% across all criteria. Conclusions: This project indicates that a clinical audit is effective for assessing evidence-based BLS education for ICU nurses, thereby improving resuscitation performance and patient outcomes. Spanish abstract: http://links.lww.com/IJEBH/A213

New method for autonomous learning of BLS psychomotor skills: Pillow mannequin: Randomized controlled study

BackgroundEvidence supporting the benefits of autonomous learning of basic life support, such as rapid outcomes and cost-effectiveness, is increasing. Reports supporting the autonomous learning of cognitive skills in basic life support exist. However, there is currently no report supporting the autonomous learning of psychomotor skills in basic life support. AimThis study aimed to assess how using a research-developed pillow-made mannequin affects autonomous learning of psychomotor skills in basic life support training. DesignRandomized controlled trial. SettingThis study was conducted in a nursing school in Turkey. ParticipantsSixty-one (n = 61) third-year formal science undergraduate students. MethodsAt XXX University, 61 nursing students were divided into Intervention (n = 31) and Control Groups (n = 30). Students in both groups received basic life support training, including live demonstrations. Intervention Group students practiced with the mannequin for 15 days. Skill assessments were conducted by two independent evaluators using a real mannequin 15 days later and six months later. Researchers used a checklist to assess psychomotor skills. ResultsThe sociodemographic characteristics of both student groups were similar. There was no significant difference in cognitive knowledge levels after the blended training (p > 0.05). However, at both post-intervention assessments, after 15 days and after 6 months, significant skill differences emerged in “placing the index finger on the ends of the sternum,” “combining the thumbs in the middle,” “defining the lower sternum as a massage point,” “placing the base of the chest” “placing the weaker hand at the massage point,” “placing the body perpendicular to the ribcage,” and “performing 30 compressions.” Cohen's kappa value was calculated as 0.932. ConclusionUse of the mannequin facilitates autonomous learning of psychomotor skills and promotes accurate application. Trial registrationClinicalTrials.gov ID: NCT05346003, 08/02/2022.

Knowledge and awareness of paediatric basic life support among parents in the Lady Ridgeway Hospital for Children, Colombo, Sri Lanka

Background: Out-of-hospital cardiac arrest in children is uncommon but significant, with poor survival rates and high morbidity. Choking in children is common but less reported with high mortality. Early commencement of cardiopulmonary resuscitation (CPR) in cardiac arrest or following of choking algorithm in a case of choking is important for survival of the victim. Objectives: To survey the knowledge, awareness and attitudes of parents in Sri Lanka regarding paediatric Basic Life Support (BLS) including early treatment of choking.Method: This was a descriptive cross-sectional study and questionnaires were administered to parents of children managed at the Preliminary Care Unit (PCU) and wards 2 and 4 of Lady Ridgeway Hospital, Colombo from October 2022 to January 2023. Sample size was calculated according to the Lwanga and Lemeshow method. Total respondents were 350 out of total participants of 415. The questionnaire consisted of four sections for assessment of demography, knowledge and attitude. Total scores of each aspect were analysed with respect to different factors.Results: Of the participants, 95% did not have BLS training and the largest proportion of them was educated only up to the General Certificate of Education (GCE) ordinary level. Knowledge of specific aspects of BLS or choking was demonstrated by only about 10% of the population. Nearly 50% of parents had identified substandard common practices as correct methods. There was no statistically significant correlation between total score of each aspect and previous observations, training or highest educational level. It was assessed with 95% confidence interval. However, seeing BLS had improved knowledge of basic health (p=0.013). Conclusions: Seeing the procedure on television or other resources had not improved knowledge of BLS. Workshops were the preferred method to improve their knowledge on BLS including the choking algorithm and participants’ educational level was not important in organizing such an event.

Online training to improve BLS performance with dispatcher assistance? Results of a cluster-randomised controlled simulation trial

BackgroundThe prognosis for patients improves significantly with effective cardiopulmonary resuscitation (CPR) performed by bystanders. Current research indicates that individuals who receive CPR from trained bystanders have a greater likelihood of survival compared to those who receive dispatcher-assisted CPR from untrained laypersons. This cluster-randomised controlled trial assessed the impact of a 30-min online training session prior to a simulated cardiac arrest situation with dispatcher-assisted CPR (DA-CPR) on enhancing Basic Life Support (BLS) performance.MethodsThis study was performed in 2018 in Hamburg, Germany. The primary outcome was the practical BLS skills of high school students in simulated out-of-hospital cardiac arrest scenarios with dispatcher assistance. The intervention group participants underwent a 30-min online BLS training session, while the control group did not receive an intervention. It was hypothesized that the average practical BLS scores of the intervention group would be 1.5 points higher than those of the control group.ResultsBLS assessments of 286 students of 16 different classes were analysed. The estimated mean BLS score in the intervention group was 7.60 points (95% CI: 6.76 to 8.44) compared to 6.81 (95% CI: 5.97 to 7.65) in the control group adjusted for BLS training and class. Therefore, the estimated mean difference between the groups was 0.79 (95% CI: -0.40 to 1.97) and not significantly different (p-value: 0.176). Based on a logistic regression analysis the intervention had only a significant effect on the chance to pass the item “vertically above the chest” (OR = 4.99; 95% CI: 1.46 to 17.12) adjusted for BLS training and class.ConclusionPrior online training exhibits beneficial impacts on the BLS performance of bystanders during DA-CPR. To maximise the effect size, online training should be incorporated into a set of interventions that are mutually complementary and specifically designed for the target participants.Trial registrationDRKS00033531. "Kann online Training Laien darauf vorbereiten Reanimationsmaßnahmen unter Anleitung der Leitstelle adäquat durchzuführen? " Registered on January 29, 2024.

The effect of spaced E-Learning on knowledge of basic life support and satisfaction of nursing students: a quasi-experimental study

AimCardiopulmonary resuscitation (CPR) training is essential for all students, especially nursing students. One of the educational approaches to creating long-term learning in inclusive is spaced learning. Spaced learning consists of three or more training sessions in which information is presented over time and at intervals. The present study was conducted to investigate the effect of basic life support (BLS) training through spaced E-learning on the knowledge and satisfaction of nursing students.MethodsIn this quasi-experimental study with two groups, 106 undergraduate nursing students of Alborz University of Medical Sciences in Iran participated. The control group (n = 47) received BLS training with massed E-learning in one three-hour session, and the intervention group (n = 59) received spaced E-learning in three one-hour sessions. An electronic questionnaire including demographic information and a pre-test of BLS knowledge were sent to both groups. Also, immediately after receiving the training, two weeks later and one month later, they completed a post-test of BLS knowledge. Students were asked to indicate their level of satisfaction with the provided education by completing the SLS-OLE.ResultsThe post-test scores immediately after, two weeks later, and one month later of the intervention group were higher than the control group. The results of repeated measurement ANOVA showed that the score changes of knowledge are significant over time (p < 0.001), the number of sessions (p < 0.001), and the interactive effect of them (p < 0.001). There was no statistically significant difference in the level of satisfaction with education in both groups.ConclusionBased on the results, BLS training in both groups increased the knowledge of BLS. however, the increase in knowledge and its retention was higher in the intervention group that received the training in spaced learning.