Factors of cardiopulmonary resuscitation skills retention among healthcare providers: A scoping review

Junli, Amiruddin; Isa, Siti Nor Ismalina; Ibrahim, Farrah

doi:10.1016/j.nepr.2023.103617

Cited by 7 publications

(1 citation statement)

References 24 publications

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“…For this reason, the European Resuscitation Council (ERC) and American Heart Association guidelines recommend shorter and more frequent adult BLS training as it helps retain adult BLS content longer and maintain competency levels [7,8]. Currently, adult BLS education in higher nursing education institutions traditionally imparts theoretical knowledge through a frontal approach and teaches practical skills using manikins and automated external defibrillators (AEDs), although the approach can vary significantly from one university to another [5,9].…”

Section: Introductionmentioning

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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