A comparative study of defibrillation and cardiopulmonary resuscitation performance during simulated cardiac arrest in nursing student teams

Abstract

BackgroundAlthough nurses must be able to respond quickly and effectively to cardiac arrest, numerous studies have demonstrated poor performance. Simulation is a promising learning tool for resuscitation team training but there are few studies that examine simulation for training defibrillation and cardiopulmonary resuscitation (D-CPR) in teams from the nursing education perspective. The aim of this study was to investigate the extent to which nursing student teams follow the D-CPR-algorithm in a simulated cardiac arrest, and if observing a simulated cardiac arrest scenario and participating in the post simulation debriefing would improve team performance.MethodsWe studied video-recorded simulations of D-CPR performance in 28 nursing student teams. Besides describing the overall performance of D-CPR, we compared D-CPR performance in two groups. Group A (n = 14) performed D-CPR in a simulated cardiac arrest scenario, while Group B (n = 14) performed D-CPR after first observing performance of Group A and participating in the debriefing. We developed a D-CPR checklist to assess team performance.ResultsOverall there were large variations in how accurately the nursing student teams performed the specific parts of the D-CPR algorithm. While few teams performed opening the airways and examination of breathing correctly, all teams used a 30:2 compression: ventilation ratio.We found no difference between Group A and Group B in D-CPR performance, either in regard to total points on the check list or to time variables.ConclusionWe found that none of the nursing student teams achieved top scores on the D-CPR-checklist. Observing the training of other teams did not increase subsequent performance. We think all this indicates that more time must be assigned for repetitive practice and reflection. Moreover, the most important aspects of D-CPR, such as early defibrillation and hands-off time in relation to shock, must be highlighted in team-training of nursing students.

Using multimedia tools and high-fidelity simulations to improve medical students' resuscitation performance: an observational study

“…Reaction times of defibrillation were defined as the time from discovery of unconsciousness until shock was delivered. 18 We performed a paired t-test to compare the reaction times of first simulation and second simulation scores in all groups, method A and B groups. We performed the Student's t-test to compare the reaction times of the first CPR simulation and second CPR simulation, and the differences in method A and B groups.…”

“…Future studies should be conducted with two independent assessors. 18 Finally, our CPR video was from the year 2005. During the resuscitation training, we followed the updated CPR guidelines.…”

Effects of pre-training using serious game technology on CPR performance – an exploratory quasi-experimental transfer study

“…Although this type of training has evolved to the current state over the years, essentially the model itself has been unchanged. Also, in the current CPR guidelines, teamwork issues have impacted the recommendations [4-7], although clarifications of what characterizes effective teamwork during CPR are lacking [8]. …”

Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students’ Self-efficacy, Problem Solving, and Psychomotor Skills

“…14,25,27 Furthermore, previous studies on nursing students reported that performance according to guidelines was poor when a CPR situation was tested in a simulation laboratory. 10,14,28 Systematic literature reviews further revealed that the number of chest compressions, depth and position of compression, position of hands, and maintenance of respiratory tract were particularly poor. 29 Self-efficacy, high-level problem solving, and actual performance skills for patient care in emergency situations are necessary for professional nurses to yield positive patient outcomes.…”