The effects of different retraining frequency of simulation-based short advanced life support training on health professionals

Hsieh, Ming‐Ju; Yang, Chih‐Wei; Chiang, Wen-Chu; Wang, Hui-Chih; Lin, Hao-Yang; Hsu, Shun-Chin; Chen, Weiting; Chong, Kah-Meng; Fang, Cheng-Chung; Huei‐Ming, Matthew

doi:10.1016/j.resuscitation.2015.09.212

Cited by 4 publications

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“…Referring to the previous study [17] that found ALS knowledge, ALS self-e ciency, and ALS skills performance to be greatly reduced after three to six months of ALS training, and another study [25] that found a meaningful decrease in ALS knowledge and ALS skills performance three months after ALS training, the participant's recorded video of their skills test process was sent to the experimental group through a mobile messenger application once a month from the third month after training while no arbitration was conducted on the control group. About six months after the date of the initial training, two evaluators participated in the evaluation in the same way as and conducted a post-test of measurement variables without knowing the experimental and control groups.…”

Section: Methodsmentioning

confidence: 88%

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Effects and Retention of Self-Re-Learning Using Video Recording of Advanced Life Support (ALS) On Nursing Students’ Knowledge, Self-Efficacy, and Skills Performance

Jang¹,

Kim²,

Oh³

et al. 2020

Preprint

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Background In-hospital cardiac arrests account for 80% of hospital deaths, and the survival rate is not significantly different from that of pre-hospitalized cardiac arrest patients. The nurses would presumably be the first to see an in-hospital cardiac arrest patient. This study proposed to measure nursing students’ knowledge, self-efficacy, and skills performance of advanced life support (ALS) 6 months after the training by sending their videos taken during the final skills test after the ALS training.Methods This is an experimental study with a randomized control group design. The participants’ knowledge, self-efficacy, and skill performance of ALS were evaluated immediately after the training and participants were videotaped during the final skills test. Thereafter, we sent the video to the experimental group through the mobile phone messenger application once a month from the third month after training. Approximately six months after the training day, we conducted a follow-up test of the measured variables using the blinded method.Results Six months after the ALS training, knowledge scores decreased significantly in both groups (p<0.001). Self-efficacy decreased by about 3 from 50.55 to 47.18 in the experimental group (p = 0.089), while it decreased by 10 in the control group from 50.67 to 39 (p<0.001). The skills performance decreased from 27.5 to 26.68 in the experimental group, while it decreased significantly from 27.95 to 16.9 in the control group (p< 0.001).Conclusion Self-study with videos taken during an ALS skills test helps enhance the sustainable effects of training, such as knowledge, self-efficacy, and skills performance.

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Section: Methodsmentioning

confidence: 88%

“…However, this performance ability decreases rapidly over time [25]. Only 30% of the nurses passed the skills test measured 3 months after ALS training [35], and another studies [36,37] reported a decrease in ALS skills performance 6 months after ALS training.…”

Section: Discussionmentioning

confidence: 98%

Effects and Retention of Self-Re-Learning Using Video Recording of Advanced Life Support (ALS) On Nursing Students’ Knowledge, Self-Efficacy, and Skills Performance

Jang¹,

Kim²,

Oh³

et al. 2020

Preprint

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“…Simulation-based ALS training is not highly effective in improving skills performance based on previous studies. However, this performance ability decreases rapidly over time [ 30 ]. Only 30% of the nurses passed the skills test measured three months after ALS training [ 31 ], and other studies [ 32 , 33 ] reported a decrease in ALS skills performance six months after ALS training.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of self-re-learning using video recordings of advanced life support on nursing students’ knowledge, self-efficacy, and skills performance

Jang

Kim

et al. 2021

BMC Nurs

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Background Nurses are presumably the first to see an in-hospital cardiac arrest patient. This study proposed measuring nursing students’ knowledge, self-efficacy, and skills performance in advanced life support (ALS), 6 months after training, by sending videos taken during their final skills test after the ALS training. Methods This is an experimental study using a randomised control group design. This study was conducted from June to December 2018, and the subjects of the study were 4th year students, recruited through a bulletin board at a nursing university. The participants’ knowledge, self-efficacy, and skill performance in ALS were evaluated immediately after the training, and participants were videotaped during the final skills test. Thereafter, the videos were sent to the experimental group through a mobile phone messenger application, once a month, from the third month after training. Approximately six months after training day, a follow-up test was conducted for the measured variables using a blinded method. The paired t-test and Wilcoxon signed-rank test were used to compare the two groups pre-and post-intervention. The statistical significance level was set at p < .05. Results Six months after the ALS training, knowledge scores decreased significantly in both groups (p < 0.001). Self-efficacy decreased by about 3 points from 50.55 to 47.18 in the experimental group (p = 0.089), while it decreased by 10 points in the control group, from 50.67 to 39 (p < 0.001). The skills performance decreased from 27.5 to 26.68 in the experimental group, while it decreased significantly from 27.95 to 16.9 in the control group (p < 0.001). Conclusion Self-study with videos taken during an ALS skills test helps enhance the sustainable effects of training such as knowledge, self-efficacy, and skills performance.

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“…Las maniobras de reanimación son duras técnicamente y exigentes a nivel físico (71) . Los entrenamientos en esta materia deben estar planificados en cualquier servicio de urgencias y emergencias, y se deben realizar actualizaciones con frecuencia (72) .…”

Section: Relación Entre La Frecuencia Cardiaca Máxima Durante La Reanunclassified

Repercusiones fisiológicas del uso de equipos de protección individual frente a riesgos biológicos sobre los trabajadores de la salud

Martin-Rodríguez¹

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del problema 1.2.1 Concepto de incidente NBQ 1.2.2 Clasificación de los incidentes NBQ 1.2.3 Equipos de protección individual 1.3 Definición del problema 2. Hipótesis 3. Objetivos 3.1 Objetivo general 3.2 Objetivos específicos 4. Metodología 4.1 Descripción del estudio 4.1.1 Tipo de estudio y de muestreo 4.1.2 Análisis y descripción de la población diana 4.2 Variables 4.2.1 Datos biográficos e historia médica 4.2.2 Variables de antropometría y bioimpedancia 4.2.3 Parámetros clínicos 4.2.4 Cicloergometría 4.2.5 Variables durante la intervención 4.3 Intervención propuesta 4.3.1 Asignación de la cita para la prueba 4.3.2 Recepción de voluntarios 4.3.3 Filiación y entrega de documentación 4.3.4 Firma del consentimiento informado 4.3.5 Historia médica 4.3.6 Estudio antropométrico y bioimpedancia 4.3.7 Toma inicial de constantes vitales 4.3.8 Cicloergometría y determinación del umbral de lactato 4.3.9 Colocación de la telemetría 4.3.10 Explicación del procedimiento y del caso 4.3.11 Colocación del EPI 4.3.12 Realización del caso práctico 4.3.13 Retirada del EPI Índice de contenidos 0. Listado Anexo 1. Algunas características de los distintos niveles de protección. US Environmental Protection Agency Anexo 2. Hoja de inscripción de voluntarios Anexo 3. Cuestionario internacional de actividad física IPAQ Anexo 4. Formulario de consentimiento informado Anexo 5. Hoja de reconocimiento 1. Filiación y examen médico Anexo 6. Hoja de reconocimiento 2. Antropometría y bioimpedancia Anexo 7. Hoja de reconocimiento 3. Toma de constantes vitales Anexo 8. Hoja de reconocimiento 4-a. Cicloergometría Anexo 9. Hoja de reconocimiento 4-b. Cicloergometría Anexo 10. Hoja de reconocimiento 5. Checking y criterios de exclusión Anexo 11. Hoja de reconocimiento 6. Caso clínico Anexo 12. Especificaciones técnicas de la cinta métrica mecánica marca SECA modelo 206 Anexo 13. Especificaciones técnicas de la cinta ergonómica para medir perímetros marca SECA modelo 201 Anexo 14. Especificaciones técnicas de la báscula diagnóstica TANITA modelo BC-601 Anexo 15. Especificaciones técnicas del monitor de presión arterial no invasiva marca SCHILLER modelo BP-200 plus Anexo 16. Especificaciones técnicas del cronómetro marca CASIO modelo HS-3V-1 Anexo 17. Especificaciones técnicas de termómetro timpánico marca BRAUN modelo ThermoScan PRO 6000 Anexo 18. Especificaciones técnicas del medidor no invasivo de hemoglobina marca MASIMO modelo Pronto 7 Anexo 19. Especificaciones técnicas del medidor no invasivo saturación de oxígeno marca MASIMO modelo Rad-5vTM Anexo 20. Especificaciones técnicas del medidor de ácido láctico marca Roche modelo Accutrend® Plus Anexo 21. Especificaciones técnicas del glucómetro Accu-Chek Mobilede la marca Roche®. Anexo 22. Especificaciones técnicas del espirómetro modelo MiniSpir de la marca MIR Anexo 23. Especificaciones técnicas del ECG modelo Cardio Perfect de la marca Welch Allyn® Anexo 24. Especificaciones técnicas la bicicleta estática IC7 de la marca Tomahawk® Anexo 25. Especificaciones técnicas del ordenador portátil ThinkP...

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The effects of different retraining frequency of simulation-based short advanced life support training on health professionals

Cited by 4 publications

References 0 publications

Effects and Retention of Self-Re-Learning Using Video Recording of Advanced Life Support (ALS) On Nursing Students’ Knowledge, Self-Efficacy, and Skills Performance

Effects and Retention of Self-Re-Learning Using Video Recording of Advanced Life Support (ALS) On Nursing Students’ Knowledge, Self-Efficacy, and Skills Performance

Effectiveness of self-re-learning using video recordings of advanced life support on nursing students’ knowledge, self-efficacy, and skills performance

Repercusiones fisiológicas del uso de equipos de protección individual frente a riesgos biológicos sobre los trabajadores de la salud

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