Where’s My Cart? Piloting a New Approach to Basic Life Support Training Nancy H. Stewart, DO, Nicole Twu, MS, Frank Zadravecz, MPH, Meredith Borak, MSN, Dana P. Edelson, MD, MS The Department of Medicine, University of Chicago Medical Center, Chicago, IL SHM poster # 77 The Poster Session will be held on Saturday evening, May 16 from 5:30 to 7:30 p.m.  Your poster number is included in the attached document. The poster board area for your poster presentation is 4’ high x 8’ wide. Do not exceed this size because we will not be able to accommodate your poster.  Please bring your own materials for mounting your poster (e.g., pushpins, etc.), as they will not be provided for you. You will be required to register for the Annual Meeting.  Please visit www.hospitalmedicine.org for more information. Note that the poster session will be at the Swissotel, 2nd floor Event Centre, located at 323 East Wacker Drive Chicago, IL, telephone (312) 565-0565, right next to the Hyatt Regency.  Please set up your posters between 3:30 pm and 5:15 pm on Saturday, May 16th. We encourage you to be present at your poster from 5:30pm to 7:30pm to explain your findings to interested SHM members; however, please note that your poster will not be formally evaluated by the SHM Judging Panel. Posters must be taken down by 8:00 pm on May 16th, 2009 following the reception. SHM is not responsible for any posters left on the poster boards after this time. If you are unable to participate in the poster session, please let us know as soon as possible. If you have any questions, please contact Catharine Smith at csmith@hospitalmedicine.org. SGIM poster # (_____) You are scheduled to present during Abstract Poster Session 3, Friday, May 15 2009 5:30PM - 7:00PM in the Fontainebleau Hotel Sparkle East Ballroom, Upper Lobby Level. SGIM poster tips: Scientific headings: introduction, methods, results, discussion LETTERING: Select a clean, simple letter font/style and use it consistently throughout the poster. The smallest letters should be at least ¼” tall (18 point) and easy to read. Use both upper and lower case letters (do not use all capital letters) especially in body copy. COLORS: Use no more than 4 colors. Emphasis and harmony are lost if too many colors are used. Color can help to highlight sections or point out similarities and differences. Posters boards are 4 feet high by 8 feet wide; total space for the poster itself is 42" high x 72" wide. Bring push pins to attach the posters to the board. Background Results Results (continued) Following open enrollment, 215 participants consented and 141 participants registered for the program Figure 2: MOC Compression Module Participating nursing staff primarily worked day shifts Of the 98 participants (70%) who dropped out, 44 completed the post drop-out anonymous survey Respondents believed important considerations in registering for the MOC included: Be more convenient: 36 respondents (82%) Help maintain their skills: 23 respondents (52%) Provide better training: 11 respondents (25%) Table 1. As the participants proceeded through the MOC, participation rates decreased CPR is a complex psychomotor skill that is difficult to perform well BLS certification is a biannual instructor-led course Prior research suggests skill decay well before the end of the two-year certification period, with the most rapid decay occurring within the first six months of training1 Video self-instruction provides an alternative approach, which has been shown to be at least equivalent to instructor-led training2 Table 2. Survey results also determined major barriers % Objective To test the feasibility of the Maintenance of Competency (MOC): a program of self-service, quarterly training in Basic Life Support (BLS) for nursing staff as an alternative to in-person biannual bolus training Conclusions This pilot program demonstrated the difficulties encountered in implementing a self-service training model during clinical work Avoiding a full day of course work biannually may not be sufficient incentive for clinical nursing staff to switch to a new training modality Alternative ways to engage nursing staff in the program need to be evaluated Methods Quarterly modules alternated between psychomotor skills testing (compressions or ventilations) and cognitive modules Modules required less than 10 minutes Participants received reminder emails when they were due to complete a new module If > 6 months time lapsed between modules, subjects were deemed to have dropped out Completion barriers were assessed by survey of those who dropped out References Wollard M, et al. Optimal Refresher Training Intervals for AED and CPR Skills: A Randomized Control Trial. Resuscitation. 2006 Nov;71(2):237-47. Kardong-Edgren SE, Oermann MH, Odom-Maryon T, Ha Y. Comparison of Two Instructional Modalities for Nursing Student CPR Skill Acquisition. Resuscitation. 2010 Aug; 81(8); 1019-24. % Acknowledgements This research was supported by an unrestricted grant from Laerdal and The American Heart Association. Nancy Stewart is supported by AHRQ T32HS000078. Dana Edelson is supported by NHLBI K23 HL097157-01. Special thanks to Jerry Potts, Julia DiGovanni, the University of Chicago Simulation Center for their resources, to Brian Taylor, Robert Burgin, Deborah Walsh, and Trevor Yuen for their expertise, and to the nursing staff who participated in this project. Figure 1: Self-service CPR manikins (Resusci Anne) on mobile carts connected to laptops were placed in close proximity to clinical areas