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

Abstract

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.

Effectiveness of BLS & ACLS workshop on Cognitive, Affective and Psychomotor Skills at Rural Medical College, Loni

“…(1) Cardiopulmonary resuscitation (CPR) is a procedure to support and maintain breathing and circulation for an infant, child, or adults who has stopped breathing (respiratory arrest) and/or whose heart has stopped (cardiac arrest) (2) . The theoretical knowledge and practical skills of the Basic Life Support (BLS) and the Advanced Cardiovascular Life Support (ACLS) are among the most important determining factors of the cardiopulmonary resuscitation (CPR) success rates (3) .…”

Educational Intervention for Nurses to Enhance Their Ability to Provide Palliative Care to Adult Cancer Patients

“…Global Development Report in 2014 highlighted that nine out often people in need of palliative care to relieve the pain and symptoms of a life-threatening illness, live in low income countries and a large majority of them are not receiving adequate care (GD, 2014). Moreover, palliative care in low and middle income countries have a special role during the disease trajectory for both cancer and non-cancer patients and their families (Ddungu, 2011).…”

“…Jones and Johnstone (2004) stated that interest and support from staff and managers and the need for protected time for education were important in implementing care pathways in nursing homes in North Wales, UK. A repeatedmeasures quasi-experimental study has been conducted by Sankar, et al (2013) to compare the impact of a training program in pediatric Cardio Pulmonary Resuscitation (CPR) on the knowledge and skills of in-service and pre-service nurses.…”

“…Outcome evaluation was taken twelve weeks as requested by Meraviglia, et al (2003), Sankar, et al (2013) and Steginga, et al (2005) after the post-test evaluation from both intervention and control group.…”

“…This fact is further emphasized by the studies of Sankar, et al, Henoch, et al and Cancer Care. In the study conducted by Sankar, et al (2013), it was found that inservice nurses retain knowledge than skills with time following the training program on paediatric cardiopulmonary resuscitation. As stated by Henoch,et al (201 Care, 2002).…”