Video Self-instruction Research Articles

Effectiveness of video self-instruction training on cardiopulmonary resuscitation retention of knowledge and skills among nurses in north-western Nigeria.

Adaptable cardiopulmonary resuscitation/basic life support (CPR/BLS) training are required to reduce cardiac arrest mortality globally, especially among nurses. Thus, this study aims to compared CPR knowledge and skills retention level between instructor-led (control group) and video self-instruction training (intervention group) among nurses in northwestern Nigeria. A two-arm randomized controlled trial study using double blinding method was conducted with 150 nurses from two referral hospitals. Stratified simple random method was used to choose eligible nurses. For video self-instruction training (intervention group), participants learnt the CPR training via computer in a simulation lab for 7 days, in their own available time whereas for instructor-led training (control group), a 1-day program was conducted by AHA certified instructors. A generalized estimated equation model was used for statistical analysis. Generalized Estimated Equation showed that there were no significant differences between the intervention group (p = 0.055) and control group (p = 0.121) for both CPR knowledge and skills levels respectively, whereas higher probability of having good knowledge and skills in a post-test, one month and three-month follow-up compared to baseline respectively, adjusted with covariates (p < 0.05). Participants had a lower probability of having good skills at 6-month follow-up compared to baseline, adjusted with covariates (p = 0.003). This study showed no significant differences between the two training methods, hence video self-instruction training is suggested can train more nurses in a less cost-effective manner to maximize resource utilization and quality nursing care. It is suggested to be used to improve knowledge and skills among nurses to ensure cardiac arrest patients receive excellent resuscitation care.

Video self instruction method to improve self esteem

Self-esteem ability is really needed based on the data from the distribution of the instrument, there are 61.6% of students who do not love themselves and have low self-esteem abilities and 90.4% feel the need for efforts to increase self-esteem abilities The aim of this study was to produce a method of counseling services that can increase individual self-esteem. This research used research and development methods or "Research and Development" (RD). The population of this study was the students of UIN Raden Intan Lampung. This study used descriptive data analysis techniques. The findings were the video self-instruction method could increase self-esteem with the results of the content expert test with a score of 4.875 and it implied that it was "very feasible" and the media expert test with a score of 4.625 implied "very feasible" and the validity test could increase self-esteem by 48 ,75%. In conclusion, the video self-instruction method could be used by counselors to increase self-esteem in providing guidance and counseling services both face-to-face and bravely so as to simplify and improve service quality.

Comparison of Adult Manikin Chest Compression between Music and Metronome Practice after Video Self-Instruction

The study was conducted to improve chest compression training by analyzing manikin-assessed scores on chest compression and self-assessed scores on cardiopulmonary resuscitation (CPR) based on music and metronome training after video self-instruction (VSI). The 64 participants had undertaken 50 min of VSI and practiced 25 min of compression-only (C-O) CPR. Thirty-two participants of the music (the Bee Gees’ Stayin’ Alive) training group practiced C-O CPR 103 times a min, while 32 participants of the metronome training group practiced C-O CPR at 100 times a min. Immediately after the training, participants performed 150 chest compressions on Resusci Anne SkillReporter; researchers collected 64 printouts, and 128 self-assessed scores on willingness, knowledge, performance, and attitude through pre and post-training questionnaires. There was no difference in the manikin-assessed scores between the music and metronome training groups. The two training methods were consistent with or similar to the compression guidelines. Therefore, C–O CPR training can be imparted by utilizing music as well as the existing metronome training method; however, supplementary research on how to maintain compression depth is needed, and ventilation training should be provided using other feedback devices.

Self-directed video versus instructor-based neonatal resuscitation training: a randomized controlled blinded non-inferiority multicenter international study.

ObjectiveTo compare the efficacy of video-assisted self-directed neonatal resuscitation skills course with video-assisted facilitator-led course.MethodsThis multicenter, randomized, blinded, non-inferiority-controlled trial compared two methods of teaching basic neonatal resuscitation skills using mask ventilation. Groups of novice providers watched an instructional video. One group received instructor facilitation (Ins-Video). The other group did not (Self-Video). An Objective Structured Clinical Exam (OSCE) measured skills performance, and a written test gauged knowledge.ResultsOne hundred and thirty-four students completed the study. Sixty-three of 68 in the Self-Video Group (92.6%) and 59 of 66 in the Ins-Video Group (89.4%) achieved post-training competency in positive pressure ventilation (primary outcome). OSCE passing rates were low in both groups. Knowledge survey scores were comparable between groups and non-inferior.ConclusionsVideo self-instruction taught novice providers positive pressure ventilation skills and theoretical knowledge, but it was insufficient for mastery of basic neonatal resuscitation in simulation environment.

Abstract 445: Cardiopulmonary Resuscitation Training for Families of Cardiac Patients Before Hospital Discharge Using a Mobile Application

Introduction: Since over 75% of sudden cardiac arrest events occur in the home where family members may be first responders, broad cardiopulmonary resuscitation (CPR) training for family members of high-risk cardiac patients represents a promising intervention. The use of mobile application-based (mApp) CPR training may facilitate this, but data on the approach are limited. Objectives: We compared CPR skill retention among those trained with an mApp and hypothesized that training with the mApp would be non-inferior to training with a well-established video self-instruction (VSI) kit. As a secondary analysis, we examined dissemination via the “multiplier rate” (i.e., those additionally trained by primary trainees) by intervention. Methods: We conducted a multicenter pragmatic, randomized control trial assessing non-inferiority of training family members of cardiac patients in CPR with an mApp (video, but no practice manikin) to training with an established VSI method (video and manikin). Subject’s CPR skills were tested 6-months post-training. We hypothesized that mApp training would be non-inferior to VSI training, with a non-inferiority margin set at 5 chest compressions (cc) per min. Results: From 01/2016-01/2018, 1446 subjects were enrolled at 8 hospitals with 685 trained with VSI, and 761 trained with the mApp. Of those, 541 were included in the skills analysis (275 VSI, 266 App). The mean age was 52±16 years and 69% were female. Mean cc rate was 85±34 per min; mean cc depth was 40±14 mm. When stratified by intervention arm, those trained with VSI had a mean rate of 86 per min (83, 90), compared to 88 per min (84, 92) with the mApp; those trained with VSI had a mean depth of 42 mm (41, 44), compared to 39 mm (38, 41) with the mApp. Findings were similar when accounting for loss to follow-up. We concluded non-inferiority of the mApp with a mean difference of 1 (-5, 7) cc per min for rate. Subjects trained with VSI shared with an additional 2±4 individuals compared to 1±2 (p&lt;0.01) of those trained with the mApp. Conclusion: In this large prospective trial of CPR skill retention, the mApp CPR training approach was non-inferior to VSI training for family members of cardiac patients. Future work may include evaluating additional means for adoption and dissemination of the mApp.

Abstract 213: Secondary CPR Training via Mobile Application Compared to Video Self Instruction Kit

Introduction: Hands-only CPR training via a video self-instruction (VSI) kit (DVD &amp; manikin) or a mobile application (app, video-only) allows trainees to share the training materials with others (“secondary training”). This secondary training can amplify the number of individuals trained in CPR, thus increasing the chances of bystander intervention in an out-of-hospital cardiac arrest. Health apps are an emerging tool through which public health information and education can be disseminated. No study has examined whether laypersons trained in CPR via an app share the training as frequently as those trained via VSI. Hypothesis: We hypothesized that laypersons trained via mobile app will share the training material more than those trained with VSI. Methods: This work represents a sub-investigation of an in-hospital CPR training study for families of cardiac patients. Subjects were trained with either a VSI kit or a mobile app and completed an interview 6-month post-training that measured whether training materials were shared and with how many others they were shared. Multivariate logistic regression was performed controlling for age, race and level of education to determine the likelihood that an individual shared the training. Results: Of 697 participants who completed the interview between 6/2016-5/2018, 281 stated they shared the training with at least 1 person (VSI n=213/356, App n=68/341). Subjects who received VSI training were more likely to share than those trained with the app (OR: 7.16, 95% CI: 4.91-10.43, p&lt;0.01). Subjects trained with VSI had an average multiplier rate of 2.27 ±4.13 versus 0.56 ±1.66 (p&lt;0.01) for those trained with the app. Subject-level analysis revealed that increased age is associated with decreased likelihood that an individual shared the training in both training arms (App OR: 0.98, 95% CI: 0.96-0.99, VSI OR: 0.98, 95% CI: 0.97-0.99). Conclusion: Subjects in the app arm were less likely to share CPR training. While it has been widely assumed that app-based solutions may afford unique dissemination opportunities, these results suggest the most effective solution to increasing hands-only CPR training may lie in kit-based options currently available. Further work is needed to determine why app-based training is shared less.

Evaluation of video self-instruction for implementing paired-stimulus preference assessments.

We trained four undergraduate students who reported no prior experience implementing behavior-analytic procedures to conduct a paired-stimulus preference assessment using a video self-instruction package. The package was composed of several components from prior research (i.e., a voice-over script, written instructions, multiple video models per step, and instructions for the trainee to rehearse throughout the video presentation). We used a nonconcurrent, multiple-baseline-across-participants design and found that all participants accurately implemented the preference assessment with a simulated client after viewing the video once. We discuss the contributions of the current results and directions for future research on video self-instruction for staff (i.e., maintenance, generalization, social validity).

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods.

IntroductionThe implementation of creative new strategies to increase layperson cardiopulmonary resuscitation (CPR) and defibrillation may improve resuscitation in priority populations. As more communities implement laws requiring CPR training in high schools, there is potential for a multiplier effect and reach into priority communities with low bystander-CPR rates.MethodsWe investigated the feasibility, knowledge acquisition, and dissemination of a high school-centered, CPR video self-instruction program with a “pay-it-forward” component in a low-income, urban, predominantly Black neighborhood in Chicago, Illinois with historically low bystander-CPR rates. Ninth and tenth graders followed a video self-instruction kit in a classroom setting to learn CPR. As homework, students were required to use the training kit to “pay it forward” and teach CPR to their friends and family. We administered pre- and post-intervention knowledge surveys to measure knowledge acquisition among classroom and “pay-it-forward” participants.ResultsSeventy-one classroom participants trained 347 of their friends and family, for an average of 4.9 additional persons trained per kit. Classroom CPR knowledge survey scores increased from 58% to 93% (p < 0.0001). The pay-it-forward cohort saw an increase from 58% to 82% (p < 0.0001).ConclusionA high school-centered, CPR educational intervention with a “pay-it-forward” component can disseminate CPR knowledge beyond the classroom. Because schools are centrally-organized settings to which all children and their families have access, school-based interventions allow for a broad reach that encompasses all segments of the population and have potential to decrease disparities in bystander CPR provision.

Effectiveness of 5, 10, 15-min Video Self-Instruction in Cardiopulmonary Resuscitation Training

This study examines the effect of video self-instruction (VSI) on cardiopulmonary resuscitation (CPR) performance and attitude. A five-minute video clip of adult CPR was shown once to a five-minute VSI group, twice to a ten-minute VSI group, and three times to a 15-minute VSI group. CPR self-assessment scores and manikin assessed performance were collected twice, one before and one after VSI. A paired t-test was used to compare self-assessment scores from before and after VSI; one-way ANOVA was used to compare CPR scores. When self-assessment scores from before and after VSI were compared, the five-minute VSI group showed a statistically significant difference (p=.03) in performances; the ten-minute VSI group showed a statistically significant difference (p=<.00) in knowledge and performances; and the 15-minute VSI group showed a statistically significant difference (p=.02) in knowledge, performances, and attitude. When manikin-assessed performance was compared, the 15-minute VSI group had a score relatively close to the guideline. In terms of accuracy in artificial respiration, there was a statistically significant difference (p=<.00) among the three groups, with the 15-minute VSI group scoring the highest. Self-instruction through repeated viewing of CPR videos affected positively not only CPR knowledge but also performance and attitude.

Incorporating cardiopulmonary resuscitation training into a cardiac rehabilitation programme: A feasibility study.

Patients with a cardiac history are at future risk of cardiac events, including out-of-hospital cardiac arrest. Targeting cardiopulmonary resuscitation (CPR) training to family members of cardiac patients has long been advocated, but is an area in need of contemporary research evidence. An environment yet to be investigated for targeted training is cardiac rehabilitation. To evaluate the feasibility of providing CPR training in a cardiac rehabilitation programme among patients, their family members and staff. A prospective before and after study design was used. CPR training was delivered using video self-instruction CPR training kits, facilitated by a cardiac nurse. Data was collected pre-training, post-training and at one month. Cardiac patient participation rates in CPR classes were high ( n = 56, 72.7% of eligible patients) with a further 27 family members attending training. Patients were predominantly male (60.2%), family members were predominantly female (81.5%), both with a mean age of 65 years. Confidence to perform CPR and willingness to use skills significantly increased post-training (both p<0.001). Post training participants demonstrated a mean compression rate of 112 beats/min and a mean depth of 48 mm. Training reach was doubled as participants shared the video self-instruction kit with a further 87 people. Patients, family members and cardiac rehabilitation staff had positive feedback about the training. We demonstrated that cardiac rehabilitation is an effective and feasible environment to provide CPR training. Using video self-instruction CPR training kits enabled further training reach to the target population.

Incorporating Cardiopulmonary Resuscitation Training into a Cardiac Rehabilitation Program: A Feasibility Study

Aim: Targeting cardiopulmonary resuscitation (CPR) training to high-risk cardiac populations has long been advocated, but is an area in need of research evidence. We investigated the feasibility of providing CPR training in a cardiac rehabilitation program to cardiac patients and their family members. Methods: A prospective before and after study design was used. CPR training was delivered using video self-instruction (VSI) CPR training kits, facilitated by a cardiac nurse. Data was collected pre-training, post-training and at one month. Results: Cardiac patient participation rates in CPR classes were high (n = 56, 72.7% of eligible patients) with a further 27 family members attending training. Patients were predominantly male (60.2%), family members were predominantly female (81.5%), both with a mean age of 65 years. Confidence to perform CPR and willingness to use CPR skills significantly increased post-training (both p < 0.001). Skills assessed post-training demonstrated a mean compression rate of 112 beats per minute and a mean depth of 48 millimetres. Training reach was doubled as participants shared the VSI kit with a further 87 people. Training received positive feedback from participants and cardiac rehabilitation staff strongly agreed or agreed that CPR training was an appropriate addition to their program. Conclusion: We demonstrated that cardiac rehabilitation is an effective and feasible environment to provide CPR training. Using VSI CPR training kits enabled further training reach to the target population. Future large scale studies are now needed to assess whether this training is suitable in different types of cardiac rehabilitation programs.

Brief compression-only cardiopulmonary resuscitation training video and simulation with homemade mannequin improves CPR skills.

BackgroundCardiopulmonary resuscitation (CPR) training has traditionally involved classroom-based courses or, more recently, home-based video self-instruction. These methods typically require preparation and purchase fee; which can dissuade many potential bystanders from receiving training. This study aimed to evaluate the effectiveness of teaching compression-only CPR to previously untrained individuals using our 6-min online CPR training video and skills practice on a homemade mannequin, reproduced by viewers with commonly available items (towel, toilet paper roll, t-shirt).MethodsParticipants viewed the training video and practiced with the homemade mannequin. This was a parallel-design study with pre and post training evaluations of CPR skills (compression rate, depth, hand position, release), and hands-off time (time without compressions). CPR skills were evaluated using a sensor-equipped mannequin and two blinded CPR experts observed testing of participants.ResultsTwenty-four participants were included: 12 never-trained and 12 currently certified in CPR. Comparing pre and post training, the never-trained group had improvements in average compression rate per minute (64.3 to 103.9, p = 0.006), compressions with correct hand position in 1 min (8.3 to 54.3, p = 0.002), and correct compression release in 1 min (21.2 to 76.3, p < 0.001). The CPR-certified group had adequate pre and post-test compression rates (>100/min), but an improved number of compressions with correct release (53.5 to 94.7, p < 0.001). Both groups had significantly reduced hands-off time after training. Achieving adequate compression depths (>50 mm) remained problematic in both groups. Comparisons made between groups indicated significant improvements in compression depth, hand position, and hands-off time in never-trained compared to CPR-certified participants. Inter-rater agreement values were also calculated between the CPR experts and sensor-equipped mannequin.ConclusionsA brief internet-based video coupled with skill practice on a homemade mannequin improved compression-only CPR skills, especially in the previously untrained participants. This training method allows for widespread compression-only CPR training with a tactile learning component, without fees or advance preparation.

Comparison of Willingness to Perform Cardiopulmonary Resuscitation between Video Self-Instruction and Conventional Method

Objectives: The purpose of the study is to compare the effect of traditional face-to-face Cardio-Pulmonary Resuscitation (CPR) training to the video self-instruction method and to improve layperson training and cost savings. Methods/Statistical analysis: In a randomized controlled study following the control group design, a self-led video training group received 30 minutes of video instruction while a traditional training group received 30 minutes of conventional classroom instruction. Data were drawn from pre- and posttest structured group interviews and posttest CRP performance scores using Laerdal Skill Reporter manikins. Analysis of covariance was employed to verify the effect of video and traditional training on the willingness to perform CPR. Findings: The video training group (131.6) exhibited a statistically significant (p < .001) acceleration in compression speed over the traditional group (117.1), with the video group showing a statistically significant lower compression correctness rate (38.6) compared to the traditional group (59.7). Further statistically significant differences (p = .008; .002; .006) between the video training group and the traditional face-to-face group includes lower scores in CPR willingness (1.9:2.8), knowledge (3.1:3.7) and performance (3.0:3.4) in the video group compared to the traditional group. Improvements/Applications: Under identical conditions, training using video self instruction has a smaller effect on the willingness to perform CPR compared to traditional classroom instruction.

Dissemination of CPR video self-instruction materials to secondary trainees: Results from a hospital-based CPR education trial

BackgroundCardiopulmonary resuscitation (CPR) video self-instruction (VSI) materials have been promoted as a scalable approach to increase the prevalence of CPR skills among the lay public, in part due to the opportunity for secondary training (i.e., sharing of training materials). However, the motivations for, and barriers to, disseminating VSI materials to secondary trainees is poorly understood. MethodsThis work represents an ancillary investigation of a prospective hospital-based CPR education trial in which family members of cardiac patients were trained using VSI. Mixed-methods surveys were administered to primary trainees six months after initial enrollment. Surveys were designed to capture motivations for, and barriers to, sharing VSI materials, the number of secondary trainees with whom materials were shared, and the settings, timing, and recipients of trainings. ResultsBetween 07/2012 and 05/2015, 653 study participants completed a six-month follow-up interview. Of those, 345 reported sharing VSI materials with 1455 secondary trainees. Materials were shared most commonly with family members. In a logistic regression analysis, participants in the oldest quartile (age >63 years) were less likely to share materials compared to those in the youngest quartile (age ≤44 years, OR 0.58, CI 0.37–0.90, p=0.02). Among the 308 participants who did not share their materials, time constraints was the most commonly cited barrier for not sharing. ConclusionsVSI materials represent a strategy for secondary dissemination of CPR training, yet older individuals have a lower likelihood of sharing relative to younger individuals. Further work is warranted to remedy perceived barriers to CPR dissemination among the lay public using VSI approaches.

Abstract 15569: Video-Only Cardiopulmonary Resuscitation Education for Families Before Hospital Discharge: A Multicenter Pragmatic Clinical Trial

Background: The need for improved dissemination of public cardiopulmonary resuscitation (CPR) education is highlighted by the fact that bystander CPR is delivered in less than 40% of cardiac arrests in the US. Studies have suggested that simplified methods for CPR training can promote broader dissemination. The minimum CPR training curriculum to encourage broad implementation but ensure long-term retention remains poorly characterized. Objectives: To compare video-only CPR training without a manikin to training with a video self-instruction (VSI) kit including a practice manikin. We hypothesized that laypersons who receive video-only training will perform comparable chest compressions (CC) as those taught with a VSI kit six months after initial training. Methods: We performed a pragmatic, randomized trial of CPR training for family members of cardiac patients on inpatient wards at eight hospitals. Hospitals were block randomized to offer either video-only training or the VSI kit to high-risk families before patient discharge. At six months post-training, CPR skills were assessed quantitatively. We analyzed the mean difference in chest compression rate and depth between cohorts and used multivariate regression modeling to control for confounding. Results: From 2/2012 to 5/2015, 1610 subjects were enrolled and 571 subjects consented to a 6-month skills check. Enrollees’ mean age was 52±15 years, 73% were female and 81% were immediate patient’s family. The unadjusted mean CC rate in the video-only cohort was 88 (95% CI: 85, 90) compressions per min (cpm) and 89 (95% CI: 87, 91) cpm in the VSI cohort (p=0.56), while the mean CC depth was 40 (95% CI: 39, 42) mm in the video-only cohort and 45 (95% CI: 44, 47) mm in the VSI cohort (p&lt;0.01). The statistical relationship remained the same after adjustment for confounding. Conclusions: To our knowledge, this represents the largest prospective trial of CPR training and long-term retention among lay providers. Video-only training yielded a statistically indistinguishable difference in CC rate compared to VSI training. While the CC depth was statistically different, the clinical impact of these differences may be small given recent clinical research suggesting maximum survival benefit at depths between 40-55 mm.

The Comparison between two Methods of Basic Life Support Instruction: Video Self-Instruction versus Traditional Method

Introduction Medical education is changing and evolving. Teachers need to re-evaluate their medical teaching practice to enhance student learning. The data about the ideal training method of Basic Life Support (BLS) is lacking. The goal of this study was to analyse the use and performance of video self-instruction (VSI) method in BLS, in order to develop an efficient BLS training method. Methods Eighty-one undergraduate medical interns were enrolled in a prospective clinical study in 2011. They were divided into VSI group and traditional group. We provided the first group with a DVD containing a 20-minute training video while the second group took part in a 4-hour training class of BLS. Subjects participated in a pre-test and post-test based on 2010 American Heart Association Resuscitation guideline. Results The average scores of VSI group and the traditional group before training were 8.85±2.42 and 8.57±2.22 respectively (p=0.592). After training, the average scores of the VSI and the traditional group were 20.24±0.83 and 18.05±1.86 respectively. VSI group achieved slightly better scores compared with the traditional group (p&lt;0.001). Conclusions Training through VSI achieves more satisfying results than the traditional lecture method. VSI method can be considered a useful technique in undergraduate educational programs. Developing VSI can increase significantly the access to the BLS training. (Hong Kong j.emerg.med. 2015;22:291-296)

Self-Instruction Using Mobile Technology to Learn Functional Skills

The purpose of this study was to evaluate the use of a mobile device for video self-instruction of a functional skill. In pre-training, researchers taught participants to access video models on a mobile device in order to independently complete three tasks. Then, in baseline, researchers asked participants to complete a novel skill and collected data on their performance. Intervention involved allowing access to the mobile device. Data were collected on participants’ ability to pick up and navigate the device as well as their ability to complete the novel skill following self-instruction (i.e., replacing computer memory). Two participants independently initiated the use of the mobile device to self-instruct, and one participant required verbal prompting to initiate using the device. All participants acquired the novel skill replacing computer memory by self-instruction.

Video Self-instruction for Police Officers in Cardiopulmonary Resuscitation and Automated External Defibrillators

Police officers often serve as first responders during out-of-hospital cardiac arrests (OHCA). Current knowledge and attitudes about resuscitation techniques among police officers are unknown. Hypothesis/problem This study evaluated knowledge and attitudes about cardiopulmonary resuscitation (CPR) and automated external defibrillators (AEDs) among urban police officers and quantified the effect of video self-instruction (VSI) on these outcomes. Urban police officers were enrolled in this online, prospective, educational study conducted over one month. Demographics, prior CPR-AED experience, and baseline attitudes were queried. Subjects were randomized into two groups. Each group received a slightly different multiple-choice test of knowledge and crossed to the alternate test after the intervention, a 10-minute VSI on CPR and AEDs. Knowledge and attitudes were assessed immediately before and after the intervention. The primary attitude outcome was entering "very likely" (5-point Likert) to do chest compressions (CC) and use an AED on a stranger. The primary knowledge outcomes were identification of the correct rate of CC, depth of CC, and action in an OHCA scenario. A total of 1616 subjects responded with complete data (63.6% of all electronic entries). Randomization produced 819 participants in group 1, and 797 in group 2. Groups 1 and 2 did not differ significantly in any background variable. After the intervention, subjects "very likely" to do CC on a stranger increased by 17.2% (95% CI, 12.5%-21.8%) in group 1 and 21.2% (95% CI, 16.4%-25.9%) in group 2. Subjects "very likely" to use an AED on a stranger increased by 20.0% (95% CI, 15.3%-24.7%) in group 1 and 25.0% (95% CI, 20.2%-29.6%) in group 2. Knowledge of correct CC rate increased by 59.0% (95% CI, 55.0%-62.8%) in group 1 and 64.8% (95% CI, 60.8%-68.3%) in group 2. Knowledge of correct CC depth increased by 44.8% (95% CI, 40.5%-48.8%) in group 1 and 54.4% (95% CI, 50.3%-58.3%) in group 2. Knowledge of correct action in an OHCA scenario increased by 27.4% (95% CI, 23.4%-31.4%) in group 1 and 27.2% (95% CI, 23.3%-31.1%) in group 2. Video self-instruction can significantly improve attitudes toward and knowledge of CPR and AEDs among police officers. Future studies can assess the impact of VSI on actual rates of CPR and AED use during real out-of-hospital cardiac arrests.

A randomized trial of video self-instruction in cardiopulmonary resuscitation for lay persons

BackgroundCardiopulmonary resuscitation (CPR) improves outcomes after cardiac arrest. Much of the lay public is untrained in CPR skills. We evaluated the effectiveness of a compression-only CPR video self-instruction (VSI) with a personal manikin in the lay public.MethodsAdults without prior CPR training in the past year or responsibility to provide medical care were randomized into one of three groups: 1) Untrained before testing, 2) 10-minute VSI in compressions-only CPR (CPR Anytime, American Heart Association, Dallas, TX), or 3) 22-minute VSI in compressions and ventilations (CPR Anytime). CPR proficiency was assessed using a sensored manikin. The primary outcome was composite skill competence of 90% during five minutes of skill demonstration. Evaluated were alternative cut-points for skill competence and individual components of CPR. 488 subjects (143 in untrained group, 202 in compressions-only group and 143 in compressions and ventilation group) were required to detect 21% competency with compressions-only versus 7% with untrained and 34% with compressions and ventilations.ResultsAnalyzable data were available for the untrained group (n = 135), compressions-only group (n = 185) and the compressions and ventilation group (n = 119). Four (3%) achieved competency in the untrained group (p-value = 0.57 versus compressions-only), nine (4.9%) in the compressions-only group, and 12 (10.1%) in the compressions and ventilations group (p-value 0.13 vs. compressions-only). The compressions-only group had a greater proportion of correct compressions (p-value = 0.028) and compressions with correct hand placement (p-value = 0.0004) compared to the untrained group.ConclusionsVSI in compressions-only CPR did not achieve greater overall competency but did achieve some CPR skills better than without training.

Abstract 81: Feasibility of Using Hospital Personnel to Create a Sustainable CPR Training Program for Family Members of Hospitalized Patients

Background: Bystander CPR rates for cardiac arrest are low in many communities. This is especially the case in the home environment, where fewer potential rescuers are present than in public areas, and CPR training may be lacking. While recent studies have evaluated using the hospital as a unique “point of capture” for family member CPR training using paid research staff, there is a crucial need to develop a low cost, sustainable, CPR education program for patient families. Objectives: We sought to evaluate the feasibility of using hospital personnel (nurses and volunteers) to implement our CPR Anytime Hospital-Initiated Training Program (CHIP) using an established video self-instruction (VSI) kit for family members of hospitalized adult patients with coronary disease or significant cardiovascular risk factors. Methods: In an ongoing multicenter trial of CPR educational strategies, hospital personnel were sought to implement the CHIP program. After training, hospital personnel and family member impressions on training were assessed using mixed quantitative and qualitative survey instruments. Survey responses were analyzed for statistical significance. Results: From 02/2012 to 05/2012, hospital personnel from 4 institutions trained 120 family members in CPR; 86/120 (72%) of the family members were never CPR trained or had not received training in over 10 years. When queried about the program, 119/120 (99%) of the trainees indicated that they felt comfortable learning CPR skills in the hospital environment, and 97/120 (81%) of trainees felt confident using their new skills in a real-life situation. Of 21 hospital personnel (11 nurses, 10 volunteers), 94% felt confident conducting the program. Nurses more frequently indicated that the family members were receptive to participating in the program (Likert scale (1-5) mean score 4.22 + 0.83, 3.77 + 1.39, p=ns). Overall, 94% of the personnel felt that the service was beneficial to families and patients. Conclusions: The hospital setting offers a unique “point of capture” to provide CPR instruction to an important, undertrained population. This work suggests that implementation of VSI training programs using hospital personnel is feasible and may confer broader dissemination of life-saving skills.