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Teaching basic life support to nurses

Published online by Cambridge University Press:  27 January 2006

M. Mäkinen ,
M. Castrèn ,
T. Tolska ,
J. Nurmi  and
L. Niemi-Murola
M. Mäkinen
Affiliation:
Helsinki University Hospital, Department of Anaesthesia and Intensive Care Medicine, Uusimaa EMS, Helsinki, Finland
M. Castrèn
Affiliation:
Helsinki University Hospital, Department of Anaesthesia and Intensive Care Medicine, Uusimaa EMS, Helsinki, Finland
T. Tolska
Affiliation:
Helsinki University Hospital, Finnish Medical Society Duodecim, Helsinki, Finland
J. Nurmi
Affiliation:
Helsinki University Hospital, Department of Anaesthesia and Intensive Care Medicine, Uusimaa EMS, Helsinki, Finland
L. Niemi-Murola
Affiliation:
Helsinki University, Helsinki University Hospital, Research and Development Unit for Medical Education, and Department of Anaesthesia and Intensive Care Medicine, Helsinki, Finland
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Extract

Summary

Background and objective: Every member of healthcare personnel should be able to perform basic life support including defibrillation (CPR-D). The biggest cost of implementation is training and these costs need to be reduced. The purpose of this randomized study was to evaluate the applicability of distance learning as a method to teach CPR-D. Methods: Nurses (n = 56) working in a geriatric hospital were randomized into three groups. The first group was given the Internet-based CPR-D course and the second was given a traditional, small-group CPR-D course. A third group without specific training in CPR-D served as a control group. An objective structured clinical examination (OSCE) was performed 2 weeks after the courses with a manikin patient having a cardiac arrest. Results: The median score of all participants was 31/49 (range 21–38). The reliability of the checklist was adequate (Cronbach alpha 0.77). Nurses receiving traditional CPR-D performed better than those receiving the Internet-based course (median score 34 vs. 28, P < 0.05) and the control group (median score 34 vs. 26, P < 0.0001). Nurses receiving Internet-based course performed similarly as the control group (median score 28 vs. 26, ns). Conclusions: Distance learning cannot substitute for traditional small-group learning.

Keywords

ADVANCED CARDIAC LIFE SUPPORTTRAININGNURSES

Information

Type
Original Article
Information
European Journal of Anaesthesiology , Volume 23 , Issue 4 , April 2006 , pp. 327 - 331
Copyright
© 2006 European Society of Anaesthesiology

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