Baseline Cardiopulmonary Resuscitation Skill Performance of Nursing Students Is Improved After One Resuscitation Quality Improvement Skill Refresher

The Effect of "Online-Simulation-Bedside" Three-Step Teaching Method in Team Cardiopulmonary Resuscitation Skills Training of Emergency Department and Critical Care Nursing Interns-An Analysis Based on Kirkpatrick Model

Aim: This study designed a three-step teaching method of "online-simulation-bedside," which was applied to the teaching of cardiopulmonary resuscitation skills in the team of emergency and critical care nursing interns, and the effectiveness of this teaching method was evaluated using the Kirkpatrick model. Background: Mastering knowledge of cardiopulmonary resuscitation and emergency techniques is necessary for nursing interns to fulfill their roles. At present, the first aid awareness and rescue skills of nursing interns are not optimistic. Training programs can improve the cardiopulmonary resuscitation ability of nursing students, but most of them only evaluate the changes in cardiopulmonary resuscitation ability before and after training and rarely use educational evaluation theories and models to evaluate the effectiveness of cardiopulmonary resuscitation training research. Methods: This is a quasi-experimental research design: pretest and posttest design. Our research focuses on nursing interns who interned in the emergency and critical care departments of a hospital from September 2023 to January 2024. Adopting the three-step teaching method of "online-simulation-bedside", provide team cardiopulmonary resuscitation skills training for emergency and critical care nursing interns. The four levels of Kirkpatrick's model, that is, reaction, learning, behavior, and result, were applied for the evaluation together with questionnaires. Conduct a baseline survey before online learning. Evaluate team working ability, clinical thinking ability, confidence in skills, and active participation on the first day after simulated training and the 30th day of clinical practice. On the 30th day of clinical practice, satisfaction and skill level assessments will also be conducted. Results: At the reaction level, the satisfaction rate of nursing interns is 98.80%. At the learning level, there was a statistically significant difference (p < 0.001) in the team work ability and clinical thinking ability of nursing interns before training, on the first day after training, and on the 30th day of clinical practice. At the behavioral level, there was a statistically significant difference (p < 0.001) in the skill confidence and participation initiative of nursing interns before training, on the first day after training, and on the 30th day of clinical practice. At the result level, on the 30th day of clinical practice, the nursing intern team's cardiopulmonary resuscitation skills assessment scores were all good or above, with an average score of 90.09 ± 1.58. Conclusion: The Kirkpatrick model can be used to evaluate the effectiveness of cardiopulmonary resuscitation skills training for nursing intern teams. Nursing interns are highly satisfied with the "online-simulation-bedside" three-step teaching method, which can improve their teamwork ability, clinical thinking ability, active participation, and skill confidence. In addition, through training, students can effectively apply the learned content to clinical practice and possess a good level of skills. Implications for Nursing Management: Managers can develop a distinctive team cardiopulmonary resuscitation training model based on this, improve the team cardiopulmonary resuscitation skills of nursing interns, and cultivate more nursing talents with high-level emergency capabilities for hospitals.

Implementation of the RQI System: Baseline Skills and Self-Report Competence and Confidence Data From 12 NLN Inaugural Change Agent Nursing Programs

AIM

This article describes the implementation, baseline cardiopulmonary resuscitation (CPR) skills, and competence and confidence in skills of participants in 12 nursing programs piloting the Resuscitation Quality Improvement (RQI) program. Of 1,847 participants, 175 had not previously completed a CPR course.

METHOD

Schools could choose the sequence for completing baselines skills and required e-learning modules. For baseline skills, participants did 60 compressions and 12 continuous ventilations with RQI feedback turned off. Self-report competence and confidence in CPR skills data were collected.

RESULTS

Forty-five percent of participants achieved passing scores on adult ventilations and compressions; 31 percent achieved passing scores on infant compressions, and 34 percent on ventilations. Forty-five percent were confident in their adult CPR skills; 32 percent were confident in their infant CPR skills.

CONCLUSION

Nursing students and faculty, regardless of previous health care experience or CPR courses, need more frequent opportunities for CPR skill practice and assessment.

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

BACKGROUND

Simulation-Based Learning (SBL) serves as a valuable pedagogical approach in nursing education, encompassing varying levels of fidelity. While previous reviews have highlighted the potential effectiveness of SBL in enhancing nursing students' competencies, a gap persists in the evidence-base addressing the long-term retention of these competencies. This systematic review aimed to evaluate the impact of SBL on nursing students' knowledge and skill acquisition and retention.

METHOD

A comprehensive search of electronic databases, including CINAHL, PubMed, Embase, Scopus, and Eric, was conducted from 2017 to 2023 to identify relevant studies. The Joanna Briggs critical appraisal tools were used to assess the methodological quality of the included studies. A total of 33 studies (15 RCTs and 18 quasi-experimental) met the inclusion criteria and were included in the review. A descriptive narrative synthesis method was used to extract relevant data.

RESULTS

The cumulative sample size of participants across the included studies was 3,670. Most of the studies focused on the impact of SBL on life-saving skills like cardiopulmonary resuscitation (CPR) or other life-support skills. The remaining studies examined the impact of SBL on critical care skills or clinical decision-making skills. The analysis highlighted consistent and significant improvements in knowledge and skills. However, the evidence base had several limitations, including the heterogeneity of study designs, risk of bias, and lack of long-term follow-up.

CONCLUSION

This systematic review supports the use of SBL as a potent teaching strategy within nursing education and highlights the importance of the ongoing evaluation and refinement of this approach. While current evidence indicates enhancing knowledge and skill acquisition, limited studies evaluated the retention beyond five months, constraining generalisable claims regarding durability. Further research is essential to build on the current evidence and address gaps in knowledge related to the retention, optimal design, implementation, and evaluation of SBL interventions in nursing education.

Developing competency of nursing students in cardiopulmonary resuscitation using Resuscitation Quality Improvement technology

OBJECTIVES

This study examined the outcomes of training nursing students in CPR skills using the Resuscitation Quality Improvement (RQI) program.

METHODS

Nursing students (n=2,193) in 12 schools across the United States participated in this study. Students performed compressions and bag-masked ventilation on adult and infant manikins using the RQI simulation station without and then with feedback on their performance.

RESULTS

With real-time, objective feedback from the RQI simulation station, students' performance of CPR skills improved, and they retained their skills over time.

CONCLUSIONS

The RQI program and methodology of feedback is effective for training nursing students to be competent in CPR skills, essential for safe patient care. Nursing and other healthcare professions programs should consider adopting the RQI program for students to develop competency in CPR.

The timing of booster sessions may not improve resuscitation skill retention among healthcare providers: a randomized controlled trial

Introduction

Booster sessions can improve cardiopulmonary resuscitation (CPR) skill retention among healthcare providers; however, the optimal timing of these sessions is unknown. This study aimed to explore differences in skill retention based on booster session timing.

Methods

After ethics approval, healthcare providers who completed an initial CPR training course were randomly assigned to either an early booster, late booster, or no booster group. Participants' mean resuscitation scores, time to initiate compressions, and time to successfully provide defibrillation were assessed immediately post-course and four months later using linear mixed models.

Results

Seventy-three healthcare professionals were included in the analysis. There were no significant differences by randomization in the immediate post-test (9.7, 9.2, 8.9) or retention test (10.2, 9.8, and 9.5) resuscitation scores. No significant effects were observed for time to compression. Post-test time to defibrillation (mean ± SE: 112.8 ± 3.0 sec) was significantly faster compared to retention (mean ± SE: 120.4 ± 2.7 sec) (p = 0.04); however, the effect did not vary by randomization.

Conclusion

No difference was observed in resuscitation skill retention between the early, late, and no booster groups. More research is needed to determine the aspects of a booster session beyond timing that contribute to skill retention.

Learning practical nursing skills in simulation centers - A narrative review

Background

Practical skills are complex procedures integrating communication and caring, as well as technical and manual aspects. Simulation at a simulation/skills center offers a wide range of learning activities and aims to imitate patient situations.

Objectives

To investigate the international research literature on practical skills learning in simulation/skills centers in nursing education. Research questions: 1. What are the range and type of practical skills studied? 2. What learning activities are focused on in the studies included in the review? 3. What are the learning outcomes and how are they assessed?

Design

Narrative review.

Methods

We searched electronically and included studies from Medline Ovid, CINAHL, Eric, Embase, Academic Search Premiere, and Cochrane. Unique indexing terms and search strategies were developed for each database. The criteria for inclusion were bachelor nursing students as the study population and practical nursing skills learning in simulation/skills centers. We used Rayyan QCRIt for the initial screening and the Mixed Method Appraisal Tool for quality assessment. We used a narrative approach to synthesize the diverse range of studies.

Findings

One hundred and twenty-one studies from 26 countries published between January 2013 and March 2022 were included. The amount of quantitative research was overwhelming (n = 108). A total of 50 different practical skills were represented. The studies focused on which learning modalities resulted in the best learning outcomes. Only 8.5% (n = 7) of the included studies concerned students' learning processes. Skill performance (n = 101), knowledge (n = 57), confidence (n = 34), and satisfaction (n = 32) were the main learning outcomes measured.

Discussion

The quality assessment indicated that 10 of the studies achieved 100% on the mixed method appraisal tool criteria. In many of the studies with quasi-experimental and randomized controlled trial designs, the intervention group received some form of educational treatment while the control group received no treatment. The choice of no treatment for the control group in pedagogical research seems to disregard the inherent purpose and effect of teaching and learning.

Conclusion

Heterogeneity in the use of learning modalities and measuring instruments precludes the possibility of building on other research. Technical skills were the preferred choice of skill, while skills that involved a fair measure of communication and collaboration were only sparingly studied. Students' learning processes were barely touched on in the included studies. More focus should be placed on this area in further research, since the choice of learning modalities may affect the students' learning processes in significant ways.