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BackgroundThe American Heart Association (AHA) has implemented several programs to educate the public about cardiopulmonary resuscitation (CPR). A common issue in bystander CPR is the fear of hurting the victim. As a result, the victim may not receive CPR in time. The purpose of this study was to measure the emotional impact of CPR training on high school students using two approved AHA courses.MethodsA total of 60 students participated in this study. These students had a mean age of 15.4 ± 1.2 years old and were selected from a high school in Southern California. Subjects were divided into two groups, Basic Life Support (BLS) (n1 = 31) and Hands-Only™ CPR (n2 = 29). Emotional impacts were assessed by having each subject answer a questionnaire based on given scenarios before and after their training session.ResultsThere was a significant difference in both groups when comparing positive-emotion scores before and after the training (BLS: 30.3 ± 6.0 vs. 34.5 ± 6.7, p < 0.001; Hands-Only 27.9 ± 5.0 vs. 32.1 ± 6.5, p < 0.001). In addition, both groups showed significant reductions in negative-emotion scores (BLS: 29.2 ± 6.7 vs. 23.7 ± 6.5, p < 0.001 and Hands-Only: 26.8 ± 6.1vs. 24.8 ± 7.7, p = 0.05).ConclusionOur results indicate that the AHA programs have positive effects on students’ emotional response. We recommend that future studies include an in-depth study design that probes the complexity of students’ emotions after completing an AHA session.

In clinical education, there is a need for constant evaluation, assessment, and at times immediate feedback for students to recognize areas of success, learning, and areas for improvement. The clinical educator is expected to manage the number of student evaluations and assess their performance, regularly, as needed, and over time. This allows appropriate and timely formative, as well as summative feedback to students and the program. Clinical programs face challenges in finding innovative and efficient methods to track and manage this large volume of seemingly disparate needed and required data. Traditional solutions entail paper-based systems or a paid proprietary clinical tracking system. However, both of these options have their own unique challenges. This perspective article proposes an innovative approach of collecting data electronically via online forms, processing and storing data in cloud-based databases and providing appropriate visualizations for the end users (i.e., students and educators) to analyze and assess the information. Migrating data to be collected in this manner allows for the integration of business intelligence (BI) techniques that provide data mining and machine learning in various user needed methods. This article presents a perspective and an innovative guide for clinical educators on how to develop and design a system that leads to positive sentiments and immediate student feedback regarding their progress to improve student outcomes.

The field of clinical education in health care has undergone several paradigm shifts in regards to its original theoretical frameworks across multiple healthcare professions. One of the most common evaluation and assessment tools undergoing equal amounts of change and research is competency-based education. In that vein, the respiratory care profession is also experiencing similar challenges to better asses and evaluate clinical competency. One of the emerging professional directions in respiratory care is the establishment of the advanced practice respiratory therapist (APRT) at the graduate level. This new advanced degree profession currently relies on competencybased education as an evaluation and assessment framework to fulfill the competency domains required by the professions accrediting agency, the Commission on Accreditation for Respiratory Care (CoARC). Since advanced practice, respiratory therapists will be considered advanced practice providers, a more robust assessment tool should be considered to assess and evaluate their clinical performance. The purpose of this article is to establish a higher evaluation and assessment framework, the Entrustable Professional Activity (EPA) tool. Entrusting the learner to be competent practitioners involves many aspects of practice skills, tasks, and other intangible areas such as behaviors and critical thinking that may not typically part of a competency-based education framework. We thus propose a sample EPA framework that is aligned with current CoARC APRT core competencies and a recommendation for an implementation strategy to assist the respiratory care community at large.