Abstract 43: CPR Courses Based Only on Watching a Video and Attending a Lecture Do Not Result in Good-Quality Performance
Background: There is a growing interest in improving training with minimal resources, especially to lay persons.
Primary objective: To determine if an institutional video and a lecture on CPR is capable of teaching good-quality skills to healthcare professionals as well as conventional courses. Main secondary objectives: To determine the effects of the CPR lecture and video on the cognitive improvement of healthcare providers.
Methods: Twenty volunteer nurses who participated in theoretical training in CPR using a lecture followed by watching a video on BLS by the American Heart Association (AHA) - Group A - were compared with 26 healthcare providers that participated on a theoretical/practical course on BLS run by the AHA - Group B. After completion of the courses, participants were submitted to theoretical and practical evaluations as recommended for BLS courses. Practical evaluations were recorded and scored by three instructors. Theoretical evaluation was conducted through regular multiple-choice written tests used in BLS courses.
Results: There was no difference in theoretical evaluations (p>0.05), but practical evaluations were consistently poor in Group A, as disclosed by all three examiners, despite the BLS course subjects being older (p<0.05). Group A had difficulties in opening airways, checking breathing, giving two rescue breaths, checking the carotid pulse, putting the hand in the correct position, using the automated external defibrillator appropriately, and correctly completing the CPR cycles.
Conclusions: Using CPR videos and lectures does not improve the psychomotor capacity to carry out good-quality CPR maneuvers, but can improve cognitive learning in both groups. Critical areas of performance are primary ABCDs and the correct use of AED.
- © 2010 by American Heart Association, Inc.