The retention of cardiopulmonary resuscitation skills

Sternbach, George; Kiskaddon, Robert T.; Fossel, Michael; Eliastam, Michael

doi:10.1016/0736-4679(84)90046-5

Cited by 24 publications

(7 citation statements)

References 15 publications

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“…The skills of CPR are difficult to teach and once taught diffi cult to retain. [20,21] It is also a fact that after graduation, training of resuscitation skills is diffi cult due to busy schedules and lack of teachers and resources in developing countries like ours. Federico et al [13] concluded the significant decay of ALS skills 6 months post-ALS recorded among anesthesiologist in their study.…”

Section: Discussionmentioning

confidence: 99%

Basic life support: knowledge and attitude of medical/paramedical professionals

Shrestha¹,

Kh²,

Piryani³

et al. 2012

World Journal of Emergency Medicine

128

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Section: Discussionmentioning

confidence: 99%

Basic life support: knowledge and attitude of medical/paramedical professionals

Shrestha¹,

Kh²,

Piryani³

et al. 2012

World Journal of Emergency Medicine

128

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“…It is a documented fact that the skills of CPR are difficult to teach and once learnt difficult to retain. [14,15] The time elapsed since training in BLS/ACLS grouped as two years or more was a pitfall in the current study and hence, a detailed analysis of drain in the skills with respect to time was not possible.…”

Section: Limitationsmentioning

confidence: 99%

Is current training in basic and advanced cardiac life support (BLS & ACLS) effective? A study of BLS & ACLS knowledge amongst healthcare professionals of North-Kerala

Nambiar¹,

Nedungalaparambil²,

Aslesh³

2016

World Journal of Emergency Medicine

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BACKGROUND: Healthcare professionals are expected to have knowledge of current basic and advanced cardiac life support (BLS/ACLS) guidelines to revive unresponsive patients. METHODS:A cross-sectional study was conducted to evaluate the current practices and knowledge of BLS/ACLS principles among healthcare professionals of North-Kerala using pretested self-administered structured questionnaire. Answers were validated in accordance with American Heart Association's BLS/ ACLS teaching manual and the results were analysed. RESULTS:Among 461 healthcare professionals, 141 (30.6%) were practicing physicians, 268 (58.1%) were nurses and 52 (11.3%) supporting staff. The maximum achievable score was 20 (BLS 15/ ACLS 5). The mean score amongst all healthcare professionals was 8.9±4.7. The mean score among physicians, nurses and support staff were 8.6±3.4, 9±3.6 and 9±3.3 respectively. The majority of healthcare professionals scored ≤50% (237, 51.4%); 204 (44.3%) scored 51%-80% and 20 (4.34%) scored >80%. Mean scores decreased with age, male sex and across occupation. Nurses who underwent BLS/ACLS training previously had significantly higher mean scores (10.2±3.4) than untrained (8.2±3.6, P=0.001). Physicians with <5 years experience (P=0.002) and nurses in the private sector (P=0.003) had signifi cantly higher scores. One hundred and sixty three (35.3%) healthcare professionals knew the correct airway opening manoeuvres like head tilt, chin lift and jaw thrust. Only 54 (11.7%) respondents were aware that atropine is not used in ACLS for cardiac arrest resuscitation and 79 (17.1%) correctly opted ventricular fi brillation and pulseless ventricular tachycardia as shockable rhythms. The majority of healthcare professionals (356, 77.2%) suggested that BLS/ACLS be included in academic curriculum.CONCLUSION: Inadequate knowledge of BLS/ACLS principles amongst healthcare professionals, especially physicians, illuminate lacunae in existing training systems and merit urgent redressal.

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“…The skills of basic CPR are characterised as difficult to teach, and once taught, difficult to retain 13 14. The present study showed that significant areas of practice are forgotten or done badly.…”

Section: Discussionmentioning

confidence: 61%