The impact of cardiopulmonary resuscitation (CPR) manikin chest stiffness on motivation and CPR performance measures in children undergoing CPR training—A prospective, randomized, single-blind, controlled trial

Weidenauer, David; Hamp, Thomas; Schriefl, Christoph; Holaubek, Caroline; Gattinger, Markus; Krammel, Mario; Winnisch, Markus; Weidenauer, Ana; Mundigler, Gerald; Lang, Irene; Schreiber, Wolfgang; Sterz, Fritz; Herkner, Harald; Domanovits, Hans

doi:10.1371/journal.pone.0202430

Cited by 16 publications

(15 citation statements)

References 33 publications

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“…The results show that the youths' self-confidence improved after a two-hour training session as described previously [16]. The motivation to perform BLS increases with the number of training sessions [12,[17][18][19][20]. This is because the skill level is associated with selfconfidence [21].…”

Section: Discussionsupporting

confidence: 62%

To strengthen self-confidence as a step in improving prehospital youth laymen basic life support

2020

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Background: A rapid emergency care intervention can prevent the cardiac arrest from resulting in death. In order for Cardio Pulmonary Resuscitation (CPR) to have any real significance for the survival of the patient, it requires an educational effort educating the large masses of people of whom the youth is an important part. The aim of this study was to investigate the effect of a two-hour education intervention for youth regarding their self-confidence in performing Adult Basic Life Support (BLS). Methods: A quantitative approach where data consist of a pre-and post-rating of seven statements by 50 participants during an intervention by means of BLS theoretical and practical education. Results: The two-hour training resulted in a significant improvement in the participants' self-confidence in identifying a cardiac arrest (pre 51, post 90), to perform compressions (pre 65, post 91) and ventilations (pre 64, post 86) and use a defibrillator (pre 61, post 81). In addition, to have the self-confidence to be able to perform, and to actually perform, first aid to a person suffering from a traumatic event was significantly improved (pre 54, post 89). Conclusion: By providing youth with short education sessions in CPR, their self-confidence can be improved. This can lead to an increased will and ability to identify a cardiac arrest and to begin compressions and ventilations. This also includes having the confidence using a defibrillator. Short education sessions in first aid can also lead to increased selfconfidence, resulting in young people considering themselves able to perform first aid to a person suffering from a traumatic event. This, in turn, results in young people perceiveing themselves as willing to commence an intervention during a traumatic event. In summary, when the youth believe in their own knowledge, they will dare to intervene.

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Section: Discussionsupporting

confidence: 62%

To strengthen self-confidence as a step in improving prehospital youth laymen basic life support

2020

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“…Entretanto, apesar da significativa dificuldade de crianças menores na realização de uma manobra de RCP efetiva, a aprendizagem não é desmotivada em função de sua incapacidade. 4 O interesse demonstrado por elas se sobressai às dificuldades físicas, sendo observado um nível de satisfação maior e uma resposta mais favorável em relação ao treinamento por parte das crianças menores (10-11 anos) 8 . As mudança de atitudes após o treinamento sugerem que as crianças do ensino fundamental são capazes de aprender o esboço geral do uso de RCP, DEA e a adoção de uma atitude positiva em relação à RCP, sendo plausível o início dos treinamentos nessa faixa etária para propiciar o entendimento correto da técnica quando mais velhas.…”

Section: Resultsunclassified

“…As taxas de RCP realizada por espectadores variam amplamente entre diferentes locais e países do mundo, variando de 0 a 100%. Em países europeus e norte-americanos as taxas são <20% 4 .…”

Section: Introductionunclassified

“…5 Nesse sentido, no ano de 2015, a Organização Mundia de Saúde (OMS) emitiu a recomendação "Kids Save Lives", na qual preconiza-se o treinamento em RCP com carga horária de 2 horas anuais para crianças em ambiente escolar, a partir dos 12 anos de idade 6 . Estudos apontam que antes dessa idade o treinamento poderia ser ineficaz, uma vez que a capacidade de atingir uma profundidade adequada da compressão torácica depende da idade e do peso corporal 4 .…”

Section: Introductionunclassified

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Avaliação do impacto e efetividade do treinamento de crianças em suporte básico de vida

Barbosa¹,

Santana²,

Nicolini³

2020

Rev. Med. (São Paulo)

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A reanimação cardiopulmonar (RCP) precoce e eficaz realizada por espectadores é um preditor importante da sobrevida em vítimas de parada cardiorrespiratória fora de hospitais. Nesse sentido, a OMS preconiza o treinamento em RCP em escolas desde 12 anos. Este estudo objetiva avaliar a efetividade do treinamento de crianças em suporte básico de vida. Para isso, foi realizada uma revisão sistemática da literatura na base indexadora MedLine, com frase de pesquisa construída com as palavras “Cardiopulmonary Resuscitation” “Education” e “Child” e suas variações obtidas no MeSH. Foram critérios de inclusão estudos publicados em até cinco anos com abordagem do treinamento de RCP para crianças em ambiente escolar. Foram excluídos estudos de revisão sem descrição dos métodos de treinamento e com resultados incompletos. Foram selecionados 13 adequados aos métodos deste estudo. Em todos houve um treinamento teórico e prático seguidos da aplicação de um questionário avaliativo. Os resultados demonstram a inefetividade das compressões de crianças menores atribuída ao baixo peso, altura e IMC, e um maior interesse de crianças menores em relação às maiores e adultos. Treinamentos de RCP para crianças antes mesmo dos 12 anos são efetivos. Apesar da RCP ineficaz, o conhecimento adquirido propicia a solidificação das técnicas no futuro.

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“…Gamification, popularly defined as "the use of game design elements in non-game contexts," [20] has emerged as a means of harnessing competitiveness by integrating gamification elements such as leaderboards, rewards, badges, avatars, and competitions to engage and motivate consumers [21,22]. The most common tools for teaching BLS to schoolchildren include self-made games [23][24][25], posters [26], songs [27], and manikins [23,28,29].…”

Section: Introductionmentioning

confidence: 99%

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis

Fijačko¹,

Creber²,

Gosak³

et al. 2021

JMIR Mhealth Uhealth

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Background Globally, 3.7 million people die of sudden cardiac death annually. Following the World Health Organization endorsement of the Kids Save Lives statements, initiatives to train school-age children in basic life support (BLS) have been widespread. Mobile phone apps, combined with gamification, represent an opportunity for including mobile learning (m-learning) in teaching schoolchildren BLS as an additional teaching method; however, the quality of these apps is questionable. Objective This study aims to systematically evaluate the quality, usability, evidence-based content, and gamification features (GFs) of commercially available m-learning apps for teaching guideline-directed BLS knowledge and skills to school-aged children. Methods We searched the Google Play Store and Apple iOS App Store using multiple terms (eg, cardiopulmonary resuscitation [CPR] or BLS). Apps meeting the inclusion criteria were evaluated by 15 emergency health care professionals using the user version of the Mobile Application Rating Scale and System Usability Scale. We modified a five-finger mnemonic for teaching schoolchildren BLS and reviewed the apps’ BLS content using standardized criteria based on three CPR guidelines. GFs in the apps were evaluated using a gamification taxonomy. Results Of the 1207 potentially relevant apps, only 6 (0.49%) met the inclusion criteria. Most apps were excluded because the content was not related to teaching schoolchildren BLS. The mean total scores for the user version of the Mobile Application Rating Scale and System Usability Scale score were 3.2/5 points (95% CI 3.0-3.4) and 47.1/100 points (95% CI 42.1-52.1), respectively. Half of the apps taught hands-only CPR, whereas the other half also included ventilation. All the apps indicated when to start chest compressions, and only 1 app taught BLS using an automated external defibrillator. Gamification was well integrated into the m-learning apps for teaching schoolchildren BLS, whereas the personal and fictional, educational, and performance gamification groups represented most GFs. Conclusions Improving the quality and usability of BLS content in apps and combining them with GFs can offer educators novel m-learning tools to teach schoolchildren BLS skills.

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The impact of cardiopulmonary resuscitation (CPR) manikin chest stiffness on motivation and CPR performance measures in children undergoing CPR training—A prospective, randomized, single-blind, controlled trial

Cited by 16 publications

References 33 publications

To strengthen self-confidence as a step in improving prehospital youth laymen basic life support

To strengthen self-confidence as a step in improving prehospital youth laymen basic life support

Avaliação do impacto e efetividade do treinamento de crianças em suporte básico de vida

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis

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