Comparison between a low-cost model (CPR Pillow) and a mannequin in training hands only cardiopulmonary resuscitation (CPR): A randomised trial

Nehra, Abhinav; Ravindra, Prithvishree; Bhat, Rachana; Nagesh, Savan Kumar; Alok, Yash; Nisarg S.,; Shanmukhappa Maddani, Sagar; Balakrishnan, Jayaraj Mymbilly

doi:10.1016/j.resplu.2023.100518

Cited by 4 publications

(1 citation statement)

References 22 publications

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“…In the case of the MOBICPR game, learners can play it at any time to refresh their adult BLS knowledge without waiting for the next training session [54]. Moreover, the use of do-it-yourself manikins made from everyday items, such as plastic bottles, toilet paper, or even a pillow, for practicing CC techniques at home, especially in low-resource settings, coupled with the MOBICPR game, can potentially improve and solidify practical skills in adult BLS [55][56][57][58]. The MOBICPR game also includes gamification features, such as avatars, points, and various audio, textual, and graphical feedback.…”

Section: Principal Findingsmentioning

confidence: 99%

Effects of a Serious Smartphone Game on Nursing Students' Theoretical Knowledge and Practical Skills in Adult Basic Life Support: Randomized Wait List–Controlled Trial

Fijačko,

Masterson Creber,

Metličar

et al. 2024

JMIR Serious Games

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Background Retention of adult basic life support (BLS) knowledge and skills after professional training declines over time. To combat this, the European Resuscitation Council and the American Heart Association recommend shorter, more frequent BLS sessions. Emphasizing technology-enhanced learning, such as mobile learning, aims to increase out-of-hospital cardiac arrest (OHCA) survival and is becoming more integral in nursing education. Objective The aim of this study was to investigate whether playing a serious smartphone game called MOBICPR at home can improve and retain nursing students’ theoretical knowledge of and practical skills in adult BLS. Methods This study used a randomized wait list–controlled design. Nursing students were randomly assigned in a 1:1 ratio to either a MOBICPR intervention group (MOBICPR-IG) or a wait-list control group (WL-CG), where the latter received the MOBICPR game 2 weeks after the MOBICPR-IG. The aim of the MOBICPR game is to engage participants in using smartphone gestures (eg, tapping) and actions (eg, talking) to perform evidence-based adult BLS on a virtual patient with OHCA. The participants’ theoretical knowledge of adult BLS was assessed using a questionnaire, while their practical skills were evaluated on cardiopulmonary resuscitation quality parameters using a manikin and a checklist. Results In total, 43 nursing students participated in the study, 22 (51%) in MOBICPR-IG and 21 (49%) in WL-CG. There were differences between the MOBICPR-IG and the WL-CG in theoretical knowledge (P=.04) but not in practical skills (P=.45) after MOBICPR game playing at home. No difference was noted in the retention of participants’ theoretical knowledge and practical skills of adult BLS after a 2-week break from playing the MOBICPR game (P=.13). Key observations included challenges in response checks with a face-down manikin and a general neglect of safety protocols when using an automated external defibrillator. Conclusions Playing the MOBICPR game at home has the greatest impact on improving the theoretical knowledge of adult BLS in nursing students but not their practical skills. Our findings underscore the importance of integrating diverse scenarios into adult BLS training. Trial Registration ClinicalTrials.gov (NCT05784675); https://clinicaltrials.gov/study/NCT05784675

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Section: Principal Findingsmentioning

confidence: 99%

Effects of a Serious Smartphone Game on Nursing Students' Theoretical Knowledge and Practical Skills in Adult Basic Life Support: Randomized Wait List–Controlled Trial

Fijačko,

Masterson Creber,

Metličar

et al. 2024

JMIR Serious Games

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Assessing the quality of chest compressions with a DIY low-cost manikin (LoCoMan) versus a standard manikin: a quasi-experimental study in primary education

Peixoto-Pino,

Isasi,

Agra

et al. 2024

Eur J Pediatr

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Extending the access to cardiopulmonary resuscitation (CPR) training to a wider public is an important step in increasing survivability of out-of-hospital cardiac arrest. However, often price and maintenance of CPR manikins are barriers that prevent training at schools. This study aims to evaluate the learning of hands-only (HO) CPR by practicing with a low-cost manikin (LoCoMan) with visual qualitative feedback and to compare the results with the skills acquired by practice on a conventional manikin. A quasi-experimental study with 193 schoolchildren (10 to 12 years old) who were allocated to two groups: the LoCoMan group was taught via an integrative approach (science combined with physical education (PE)) and practiced on a handmade manikin, and a control group practiced in a traditional setting with a commercial manikin (Resusci Junior, Laerdal, Norway). All participants practiced for 1 hands-on skill session before performing a post-test on an instrumented CPR manikin. The outcomes including HO-CPR performance variables were compared between groups. The LoCoMan and control groups both achieved acceptable percentage of HO-CPR quality (57% and 71%, p = 0.004). Among 6th-graders, there were no significant differences in HO-CPR quality between LoCoMan 68% and control 71%, p = 0.66. The control group achieved better chest compression depth while the LoCoMan group showed more compressions with adequate chest recoil. Conclusion: Schoolchildren are able to build and use a low-cost manikin with visual feedback. The integrative learning approach used in this study may be a feasible alternative methodology for training and learning HO-CPR in schools when commercial manikins are not available. What is Known:• Access to CPR training should be universal and independent of age, location, financial means, or access to qualified instructors.• Scientific societies promote the implementation of CPR in schools, so that teachers and schoolchildren can play a multiplier role in their environment, but the gap in CPR learning is related to cultural, economic factors or access to resources and materials. What is New:• LoCoMan may be a useful device for teaching and learning CPR in schoolchildren from the age of 10 and upwards.• LOCOMAN shows that it is feasible and possible to build a low-cost manikin (about €5 in the European Region) and to integrate it into an integrative educational project, and outlines how this could be done. this approach can be an incentive for teachers to attempt teaching CPR, but also for education outside the formal environment.

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Innovative use of virtual reality simulation technology for pet health care education: a hybrid system for cardiopulmonary resuscitation training

Geng,

Huang,

Chen

et al. 2024

LHT

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PurposeThis study is a pilot study exploring the usefulness and ease of use of a prototype VR PetCPR system and discusses the possibility of using it to facilitate pet healthcare skills acquisition. The designed VR PetCPR training system aims to provide pet healthcare professionals with an inexpensive, accessible and reliable CPR training tool and refine their skills in a controlled and simulated environment.Design/methodology/approachThe study was conducted in a one-day workshop. The workshop consisted of the morning section (Section A) and the afternoon section (Section B). Section A was the knowledge acquisition stage. Section B is the VR PetCPR stage. Trainees were then given 30 min to experience the VR PetCPR set. When trainees were ready, they were required to complete two trials of dog CPR practice. After the practice, trainees completed the questionnaire and reported their attitudes toward VR PetCPR practice.FindingsOverall, trainees held positive attitudes toward the effectiveness and usefulness of the VR PetCPR. After practicing skills via VR CPR, over half of the trainees responded that the system is effective in helping them understand the essential knowledge (e.g. operation status, operation positions, etc.) of performing CPR skills on a 30-pound dog. A significantly positive attitude was reported on trainees’ perceptions toward the ease of use of practicing their chest compression skills with the PetCPR. The positive attitudes significantly outnumbered the negative attitudes on explicit instruction and guidance, accessibility, convenience in practice and straightforward interface.Originality/valueFrom data collected from 16 animal hospitals in the United States, Europe and Australia with 709 cases, 147 dogs (28%) and 58 cats (30%) temporarily attained ROSC during CPR, and 14 dogs (3%) and four cats (2%) survived to hospital discharge. Training veterinary CPR techniques and implementing RECOVER guidelines still have a long way to go. However, recent virtual reality simulations for CPR training were mainly designed for human patients CPR (Issleib et al., 2021; Liu et al., 2022; Almousa et al., 2019; Wong et al., 2018). The VR PetCPR remains a missing puzzle in the current VR training designs.

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Comparison between a low-cost model (CPR Pillow) and a mannequin in training hands only cardiopulmonary resuscitation (CPR): A randomised trial

Cited by 4 publications

References 22 publications

Effects of a Serious Smartphone Game on Nursing Students' Theoretical Knowledge and Practical Skills in Adult Basic Life Support: Randomized Wait List–Controlled Trial

Effects of a Serious Smartphone Game on Nursing Students' Theoretical Knowledge and Practical Skills in Adult Basic Life Support: Randomized Wait List–Controlled Trial

Assessing the quality of chest compressions with a DIY low-cost manikin (LoCoMan) versus a standard manikin: a quasi-experimental study in primary education

Innovative use of virtual reality simulation technology for pet health care education: a hybrid system for cardiopulmonary resuscitation training

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