CPR ‘98: A practical multimedia computer-based guide to cardiopulmonary resuscitation for medical students

Clark, Lani; Watson, Janice; Cobbe, Stuart M.; Reeve, William; Swann, IJ; Macfarlane, P. W.

doi:10.1016/s0300-9572(99)00171-9

Cited by 38 publications

(18 citation statements)

References 14 publications

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“…However, this is not possible because despite this study being conducted over a decade ago, subsequent studies have not directly compared interactive CD BLS training programmes with traditional programmes. [17][18][19]40 Under these circumstances, it is therefore relevant to compare the findings of the current study with research that compares Multimedia (Video, DVD and Internet) programmes that included manikin practice, with a traditional BLS programme.…”

Section: Implications For Clinical Practicementioning

confidence: 99%

Comparison of an interactive CD-based and traditional instructor-led Basic Life Support skills training for nurses

Mardegan

Schofield

Murphy

2015

Australian Critical Care

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Section: Implications For Clinical Practicementioning

confidence: 99%

Comparison of an interactive CD-based and traditional instructor-led Basic Life Support skills training for nurses

Mardegan

Schofield

Murphy

2015

Australian Critical Care

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“…[77][78][79][80][81][82]. Ein e-Learning-Programm mit CD vor dem ALS-Kurs wurde von den Teilnehmern geschätzt, da es ihr Verständnis der Kernelemente des ALS-Kurses verbesserte.…”

Section: Trainingsstrategien Auf Fortgeschrittenen-niveauunclassified

Ausbildung und Implementierung der Reanimation

Greif

Lockey

Conaghan

et al. 2015

Notfall Rettungsmed

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“…These formats include interactive multimedia courses 99,147,148 ; case-based presentations 149 ; integration of ACLS or PALS content into a larger curriculum such as medical student or resident training 137,150,151 ; noncomputer-based, self-directed learning 152 ; problem-based learning 153,154 ; or combination of resuscitation courses with other programs such as Advanced Trauma Life Support (ATLS). 155 It is reasonable to consider alternative course scheduling formats for advanced life support courses (eg, ACLS or PALS), provided acceptable programmatic evaluation is conducted and learners meet course objectives (Class IIa, LOE B).…”

Section: Course Delivery Formatsmentioning

confidence: 99%

Part 16: Education, Implementation, and Teams

Bhanji¹,

Mancini²,

et al. 2010

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C ardiac arrest occurs in a wide variety of settings, from the unanticipated event in the out-of-hospital setting to anticipated arrests in the intensive care unit. Outcome from cardiac arrest is a function of many factors including the willingness of bystanders to perform cardiopulmonary resuscitation (CPR), the ability of rescuers to integrate knowledge and psychomotor skills, the quality of performance delivered by individual rescuers and teams, and the efficiency and effectiveness of post-cardiac arrest care.The Chain of Survival is a metaphor used to organize and describe the integrated set of time-sensitive, coordinated actions necessary to maximize survival from cardiac arrest. The use of evidence-based education and implementation strategies can optimize the links of that chain.Strengthening the Chain of Survival in the prehospital setting requires focus on prevention and immediate recognition of cardiac arrest, increasing the likelihood of high-quality bystander CPR and early defibrillation, and improving regional systems of care. In the hospital setting, organized efforts targeting early identification and prevention of deterioration in patients at risk can decrease the incidence of cardiac arrest. The challenge for resuscitation programs is twofold: to ensure that providers acquire and maintain the necessary knowledge, skills, and team behavior to maximize resuscitation outcome; and to assist response systems in developing, implementing, and sustaining an evidence-based Chain of Survival.Maximizing survival from cardiac arrest requires improvement in resuscitation education and the implementation of systems that support the delivery of high-quality resuscitation and postarrest care, including mechanisms to systematically evaluate resuscitation performance. Well-designed resuscitation education can encourage the delivery of high-quality CPR. In addition continuous quality improvement processes should close the feedback loop and narrow the gap between ideal and actual performance. Community-and hospitalbased resuscitation programs should systematically monitor cardiac arrests, the level of resuscitation care provided, and outcomes. The cycle of measurement, benchmarking, feedback, and change provides fundamental information necessary to optimize resuscitation care and maximize survival.This chapter reviews key educational issues that affect the quality of resuscitation performance and describes major implementation and team-related issues shown to improve outcomes. The information is organized into four major categories: willingness to perform CPR, educational design, improving resuscitation quality, and issues related to implementation and outcomes.While Willingness to PerformWithout immediate initiation of CPR, most victims of cardiac arrest will die. Bystander CPR can significantly improve survival rates from cardiac arrest, 3 but recent evidence indicates that only 15% to 30% of victims of out-of-hospital arrest receive CPR before EMS arrival. 4 Strategies to increase the incidence of bystander-ini...

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CPR ‘98: A practical multimedia computer-based guide to cardiopulmonary resuscitation for medical students

Cited by 38 publications

References 14 publications

Comparison of an interactive CD-based and traditional instructor-led Basic Life Support skills training for nurses

Comparison of an interactive CD-based and traditional instructor-led Basic Life Support skills training for nurses

Ausbildung und Implementierung der Reanimation

Part 16: Education, Implementation, and Teams

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