1. 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
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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 s 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 Nov;71(2):
Kardong-Edgren SE, Oermann MH, Odom-Maryon T, Ha Y. Comparison of Two Instructional Modalities for Nursing Student CPR Skill Acquisition. Resuscitation Aug; 81(8); %
Acknowledgements
This research was supported by an unrestricted grant from Laerdal and The American Heart Association. Nancy Stewart is supported by AHRQ T32HS Dana Edelson is supported by NHLBI K23 HL 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