Nurse’ Knowledge and Their Performance on Cardiopulmonary Resucitation (CPR) in Critical and Emergency Care Unit

Andriyani, Selvya Hesti; Setyorini, Fitri Ariani; Dewi, Enita; Pratiwi, Arum

doi:10.18196/ijnp.3193

Cited by 8 publications

(10 citation statements)

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“…A number of research studies currently demonstrating the relationship between the nurses' knowledge and their performance in CPR shows that, despite the increased search for updates, courses and training, knowledge of this topic is still low, and training and routine assessment can be useful to increase nurses' cognitive ability, which occurs more frequently in the hospital environment. [21][22] The articulation of active educational strategies to improve the teaching and learning process of CPR with BLS in adults adopted in this study indicated statistically significant results, which are also demonstrated in other research studies in Nursing. [20][21][22][23] Inverted classrooms can be thought as learning outside the classroom environment, characterized by activities performed before and after class, made possible by the regular and systematic use of interactive technologies in the teaching and learning process.…”

Section: /14supporting

confidence: 79%

“…[21][22] The articulation of active educational strategies to improve the teaching and learning process of CPR with BLS in adults adopted in this study indicated statistically significant results, which are also demonstrated in other research studies in Nursing. [20][21][22][23] Inverted classrooms can be thought as learning outside the classroom environment, characterized by activities performed before and after class, made possible by the regular and systematic use of interactive technologies in the teaching and learning process. 11 In this study, the inverted classroom strategy was characterized by sending educational materials and video lessons on the proposed theme, with the intention of directing previous study and providing a virtual facilitating mechanism that would complement the participants' teaching and learning process.…”

Section: /14supporting

confidence: 79%

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Basic Life Support: Knowledge Assessment Considering the Articulation of Active Teaching Strategies

Silva

Nascimento

et al. 2021

Texto contexto - enferm.

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Objective: to assess the effect of an educational intervention called “Basic Life Support with the use of the automated external defibrillator” on knowledge development in Nursing professionals, considering the articulation of active teaching and learning strategies. Method: a quasi-experimental intervention study, without a control group and of before-and-after type, carried out with 113 nurses working in the Urgency and Emergency Network of an inland city in the state of São Paulo, through a course presented between March and June 2019 on cardiopulmonary resuscitation with Basic Life Support and use of automated external defibrillator. Three active teaching and learning strategies were articulated: inverted classroom, video lesson, and clinical simulation. Knowledge was assessed by applying a pre- and post-test, and the paired t test was used for the analysis. Results: the best performance regarding knowledge development was presented by the nurses from the hospital area, identifying a mean of 11.90 points in the pre-test and of 16.9 points in the post-test. In general, better scores of knowledge regarding Basic Life Support were obtained, evidenced by statistically significant results, with a p-value<0.001. Conclusion: the articulation of the adopted strategies can enhance knowledge development in Nursing regarding Basic Life Support in adult patients, due to the emphasis on the development of critical thinking, the encouragement of clinical judgment, reflective discussion and active participation of individuals in their learning process, factors that positively impact on the acquisition of the individuals' cognitive ability/knowledge.

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Section: /14supporting

confidence: 79%

Section: /14supporting

confidence: 79%

Basic Life Support: Knowledge Assessment Considering the Articulation of Active Teaching Strategies

Silva

Nascimento

et al. 2021

Texto contexto - enferm.

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“…In this context, we conducted an expanded study based on the theory of planned behaviour (TPB; Ajzen, 1991)-which states that human behaviour is determined by intention-using perceived benefits and risks of family presence and CPR self-confidence during family presence as anticipated predictors. Examining nurses' intention to allow FPDR is meaningful because nurses closely work with patients and a large number of nurses are often involved in resuscitation compared with other healthcare providers (Andriyani et al, 2019). There have been no studies that use TPB to expound the behaviour of nurses in the context of allowing FPDR in South Korea.…”

Section: Backg Rou N Dmentioning

confidence: 99%

Predicting nurses' intentions in allowing family presence during resuscitation: A cross‐sectional survey

Park

2021

Journal of Clinical Nursing

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Aims and Objectives This study examined nurses' intention to allow family presence during resuscitation (FPDR) by applying the theory of planned behaviour with an extended concept. Background Medical institutions, including nurses and other medical professionals working in emergency and intensive care units, are reluctant to allow FPDR. However, this practice reduces the family's anxiety and stress while fostering well‐being and minimises their feelings of helplessness and distress by making them believe that they have helped the patient. Design A cross‐sectional descriptive design was used in this study. Methods The participants were 252 nurses who had been working for at least 3 months in a general hospital in South Korea. Data were collected using self‐report questionnaires in April 2020 and were analysed using descriptive statistics, Pearson's correlation analysis and multiple regression analysis. The instruments were intention to allow FPDR (five constructs: intention to allow FPDR, positive attitude, negative attitude, subjective norm and perceived behavioural control), perception of FPDR and self‐confidence. The STROBE checklist was used for reporting this study. Results The mean score for the intention to allow FPDR was 3.47 out of 5. The regression analysis results indicated that perception of FPDR, positive attitude and negative attitude predicted the intention to allow FPDR. Conclusions It is necessary to develop educational programmes to change the perceptions of and attitudes towards FPDR. Additionally, written policies and protocols for FPDR in South Korea are needed to develop systematic care for patients’ families during cardiopulmonary resuscitation. Relevance to clinical practice The findings of this study provide baseline data for developing FPDR policies and guidelines that could minimise the family's distress and allow them to feel that they have helped the patient.

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“…The more knowledge nurses have, the better performance they have. Routine training and evaluation may be useful to increase nurses' knowledge and skills [19].…”

Section: Resultsmentioning

confidence: 99%

Factors Analysis Related to the Response Time of Nursing Services Based on the ATS II Category in the Emergency Installation

Sumbara¹,

Fadli²,

Safruddin

2021

KLS

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The response time for nursing refers to the time required to provide emergency nursing care to patients following the triage assessment. This study seeks to analyze the factors associated with the response time of nursing services based on the ATS II category in the emergency department and the magnitude of the influence of age, knowledge, education, and length of work on response time. The method used in this research was correlational, with a cross sectional method and a questionnaire sheet. The research sample was comprised of 20 nurses. Data analysis was used the Pearson correlation test. The results showed that there was a relationship between age, education, length of work and knowledge with response time, with the value of each variable as follows: age with a p-value of 0.015 and r 0.533; education with a p-value of 0.005 and r 0.601; length of work with a p-value of 0.000 and r 0.739; and knowledge with a p-value of 0.002 and r 0.638. From the results of the analysis, it can be concluded that the strongest determinant factors for response time are length of work and level of knowledge. This study concludes that improving nurse education and training related to handling emergency patients should be prioritised. Keywords: length of work; knowledge; education, response time; age

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Nurse’ Knowledge and Their Performance on Cardiopulmonary Resucitation (CPR) in Critical and Emergency Care Unit

Cited by 8 publications

References 0 publications

Basic Life Support: Knowledge Assessment Considering the Articulation of Active Teaching Strategies

Basic Life Support: Knowledge Assessment Considering the Articulation of Active Teaching Strategies

Predicting nurses' intentions in allowing family presence during resuscitation: A cross‐sectional survey

Factors Analysis Related to the Response Time of Nursing Services Based on the ATS II Category in the Emergency Installation

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