Avaliação dos conhecimentos e habilidades em ressuscitação cardiopulmonar assimilados por profissionais da atenção primária em saúde

Abstract

AIMS: To assess the theoretical knowledge retention and skills assimilation by primary health care professionals in cardiopulmonary resuscitation training.METHODS: Quantitative study involving participants in cardiorespiratory arrest training, held between August 2013 and July 2014. To assess the knowledge retention after one year, the same multiple-choice test on the training content that had been applied immediately after the training was reapplied. The averages of the two test scores were compared by means of the Wilcoxon test, significance being set at 5%. Skill assimilation was assessed using the Objective Structured Clinical Examination tool, which consists of four practical stations with different actions and a maximum length of eight minutes each, according to the objectives the students are expected to achieve. Station 1: correct sequence of cardiopulmonary resuscitation in adults; station 2: effective practice of chest compressions in adults; station 3: correct use of automated external defibrillator in adults; station 4: effective clearance of infant airway. The total score per workstation was ten points.RESULTS: Most of the 89 professionals in the sample were female (87.6%), with an average age of 37.3±9.9. Forty-eight professionals (53.9%) worked as community health agents. In the knowledge retention analysis, the mean number of right answers dropped when comparing the averages immediately after training (9.5±0.9) and one year later (7.5±1.7) (p<0.001). In the skills assimilation, the students’ best final averages were identified in stations 2 (7.3±1.7) and 3 (7.3±1.6), followed by station 1 (6.2±2.0). In the station about infant airway clearance, the professionals’ performance was low (final average 3.2±1.8).CONCLUSIONS: The theoretical knowledge retention on cardiopulmonary resuscitation could be considered partially satisfactory, with an observed drop one year after the training. Concerning the skills, the professionals performed well in the practical stations, except for the care related to infant airway clearance.

Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

“…A rapidez, segurança e eficácia das intervenções dos profissionais de saúde podem garantir adequado retorno da ventilação e da circulação espontâneas, modificando a possibilidade de sobrevivência [22]. Para essa intervenção as equipes de saúde necessitam ser preparadas e ajustadas sendo que o enfermeiro é essencial nesse atendimento e deve estar preparado para iniciar o suporte básico de vida e auxiliar no avançado [22,23].…”

“…Estima-se que ocorram no Brasil, cerca de 200.000 paradas cardiorrespiratórias por ano, metade delas em ambientes extra-hospitalares, informação que enfatiza a importância do preparo para o atendimento desses eventos fora de serviços hospitalares [23,24].…”

Conhecimento e autoconfiança de Agentes Comunitários de Saúde sobre Primeiros Socorros e Parada cardiopulmonar

“…Os ACS que possuíam treinamento prévio apresentaram mais acertos no tópico de PCR, ressaltando que a capacitação contribui com o nível de conhecimento. Estudo realizado com 89 ACS de Unidades Básicas de Saúde do Sudeste do Brasil identificou aumento no número médio de acertos em teste de conhecimento realizado imediatamente após treinamento de Suporte Básico de Vida 9 . O conhecimento possibilita o reconhecimento ágil da PCR.…”

Implementación de entrenamiento en simulación para la formación de estudiantes de medicina de pregrado: retención de conocimientos en reanimación cardiopulmonar

“…De forma distinta a nuestra muestra, un estudio reciente indicó que el conocimiento de profesionales de asistencia médica primaria decae en resucitación cardiopulmonar después de un año. 20 Aunque tuvimos una muestra pequeña, logramos encontrar una diferencia significativa en el tiempo. Mientras el entrenamiento de simulación ha sido estudiado de manera amplia en ambientes de postgrado, no existe el uso de entrenamiento de simulación en programas de pregrado.…”