Emergency, cardiac arrest! Can we teach the skills?

Moule, Pamela; Knight, Carolyn M.

doi:10.1016/s0260-6917(97)80025-1

Cited by 34 publications

(22 citation statements)

References 6 publications

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“…We observed that similar to previous studies only knowledge was better retained with time [6, 8, 18, 21] in the in-service group. This was in contrast to our hypothesis, according to which we expected that the in-service nurses would be better in both domains as compared to the preservice nurses at any point of time, given the differences in their professional background.…”

Section: Discussionsupporting

confidence: 91%

“…Irrespective of the status of baseline training of the participant, these studies showed considerable decrease in knowledge recall and skill performance even after short periods of time following completion of the courses [6, 8, 11, 12]. For example, a study on evaluation of abilities of nurses to retain basic/advanced life support skills and theoretical knowledge found that theoretical knowledge was retained but performance skills of the nurses degraded quickly [13].…”

Section: Introductionmentioning

confidence: 99%

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Knowledge and Skill Retention of In-Service versus Preservice Nursing Professionals following an Informal Training Program in Pediatric Cardiopulmonary Resuscitation: A Repeated-Measures Quasiexperimental Study

Sankar

Vijayakanthi

Sankar

et al. 2013

BioMed Research International

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Our objective was to compare the impact of a training program in pediatric cardiopulmonary resuscitation (CPR) on the knowledge and skills of in-service and preservice nurses at prespecified time points. This repeated-measures quasiexperimental study was conducted in the pediatric emergency and ICU of a tertiary care teaching hospital between January and March 2011. We assessed the baseline knowledge and skills of nursing staff (in-service nurses) and final year undergraduate nursing students (preservice nurses) using a validated questionnaire and a skill checklist, respectively. The participants were then trained on pediatric CPR using standard guidelines. The knowledge and skills were reassessed immediately after training and at 6 weeks after training. A total of 74 participants—28 in-service and 46 preservice professionals—were enrolled. At initial assessment, in-service nurses were found to have insignificant higher mean knowledge scores (6.6 versus 5.8, P = 0.08) while the preservice nurses had significantly higher skill scores (6.5 versus 3.2, P < 0.001). Immediately after training, the scores improved in both groups. At 6 weeks however, we observed a nonuniform decline in performance in both groups—in-service nurses performing better in knowledge test (10.5 versus 9.1, P = 0.01) and the preservice nurses performing better in skill test (9.8 versus 7.4, P < 0.001). Thus, knowledge and skills of in-service and preservice nurses in pediatric CPR improved with training. In comparison to preservice nurses, the in-service nurses seemed to retain knowledge better with time than skills.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Knowledge and Skill Retention of In-Service versus Preservice Nursing Professionals following an Informal Training Program in Pediatric Cardiopulmonary Resuscitation: A Repeated-Measures Quasiexperimental Study

Sankar

Vijayakanthi

Sankar

et al. 2013

BioMed Research International

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show abstract

“…The literature indicates that the retention of skills and knowledge quickly deteriorates if not used regularly or updated. [9][10][11][12][13][14][15][16] However if the program involves critical thinking skills and promotes life long learning, knowledge and understanding is retained longer. 8,17 This program was designed to ensure a hands on approach utilising modern training manikins, video or DVD scenarios to ensure a realistic training that mimics real life scenarios.…”

Section: The Training Programmentioning

confidence: 99%

A midwife program of newborn resuscitation

2006

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“…Notre étude montre une évolution de ces connaissances mais ne préjuge en rien de l'acquisition des gestes et du savoir-faire, encore moins des attitudes et du savoir-être des stagiaires en situation réelle. Or, ce savoir peut s'améliorer sans que l'acquisition procédurale se fasse en parallèle [27] . Les questionnaires ne permettent pas d'appréhender l'aspect émotion-nel (psychoaffectif) de la prise en charge, alors que ce dernier joue un rôle important dans la prise de décision et l'agir en urgence.…”

Section: Limites De L'étudeunclassified