Effects of the non-contact cardiopulmonary resuscitation training using smart technology

Abstract

Aims Accurate cardiopulmonary resuscitation (CPR) performance is an essential skill for nursing students so they need to learn the skill correctly from the beginning and carry that forward with them into their clinical practice. For the new normal after coronavirus disease 2019 (COVID-19), safe training modules should be developed. This study aimed to develop non-contact CPR training using smart technology for nursing students and to examine its effects, focusing on the accuracy of their performance. The study used a prospective, single-blind, randomized, and controlled trial with repeated measures. Methods and results The non-contact CPR training with smart technology consisted of a 40-min theoretical online lecture session and an 80-min non-contact practice session with real-time feedback devices and monitoring cameras. Sixty-four nursing students were randomly assigned to either an experimental group (n = 31) using non-contact training or a control group (n = 33) using general training. The accuracy of chest compression and mouth-to-mouth ventilation, and overall performance ability were measured at pretest, right after training, and at a 4-week post-test. The non-contact CPR training significantly increased the accuracy of chest compression (F = 63.57, P < 0.001) and mouth-to-mouth ventilation (F = 33.83, P < 0.001), and the overall performance ability (F = 35.98, P < 0.001) compared to the general CPR training over time. Conclusions The non-contact CPR training using smart technology help nursing students develop their techniques by self-adjusting compression depth, rate, release and hand position, and ventilation volume and rate in real time. Nursing students can learn CPR correctly through the training allowing real-time correction in safe learning environments without face-to-face contact.

Evaluation of class participation in non-face-to-face CPR training for medical students

“…Our findings that NFF is not inferior to FF education for CPR knowledge and skills is consistent with those of previous studies [ 9 , 10 , 20 , 21 ]. The successful outcome on post-training assessment for both groups might reflect the fact that all students in the study sample had at least one BLS training experience, as they were third-year medical students.…”

“…With the need for a shift to NFF formats of CPR education, different educational methods have been studied, including the use of video-based and virtual reality training, as well as e-learning modules [ 8 ]. Previous studies have shown that NFF education may not be inferior to FF [ 9 , 10 ] but may be insufficient for skill mastery [ 11 ]. For effective NFF learning, the self-learning ability of students should be evaluated and improved [ 12 ].…”

Effect of Contact-Restricted Basic Life Support Training During the Nation’s Contact Restriction Policy on Learning Outcomes

“…The feedback, which these manikins can provide to participants during BLS trainings, has resulted in better compression performance than instructor feedback-based training. 10 , 14 , 15 By using a manikin, which is equipped with a feedback device, it has been shown that self-directed learning is an effective method in gaining the knowledge and skills in trainings with lay adults, as is shown in this study. 10 During the period of contact restrictions, this system was valuable.…”

The future of resuscitation

“…The COVID-19 pandemic forced us to shift the methods of CPR education from group-based simulation to self-training with/without virtual-reality or blended learning. [27][28][29] The technological development on CPR education triggered by the COVID-19 pandemic may contribute to improving accessibility and implementation of CPR education.…”