José Manuel Hernández-Padilla1, Fiona Suthers2, José Granero-Molina3, Cayetano Fernández-Sola3. 1. Associate Lecturer in Clinical Skills. Adult, Child and Midwifery Department. School of Health and Education. Middlesex University. Hendon Campus. The Burroughs, NW4 4BT, London, United Kingdom. Electronic address: J.Hernandez-Padilla@mdx.ac.uk. 2. Senior Lecturer in Resuscitation. Adult, Child and Midwifery Department. School of Health and Education. Middlesex University. Postal address: The Burroughs, NW4 4BT, Hendon, London, United Kingdom. 3. Senior Lecturer. Nursing, Physiotherapy and Medicine Department. Faculty of Education Sciences, Nursing and Physiotherapy. University of Almeria. Spain. Postal address: Universidad de Almería. Edificio de Ciencias de la Salud. Carretera de Sacramento s/n. Almería. CP: 04120. Spain; Associate Researcher. Faculty of Health Sciences. Universidad Autónoma de Chile. Temuco, Chile.
Abstract
AIM: To determine and compare the effects of two different retraining strategies on nursing students' acquisition and retention of BLS/AED skills. METHODS:Nursing students (N = 177) from two European universities were randomly assigned to either an instructor-directed (IDG) or a student-directed (SDG) 4-h retraining session in BLS/AED. A multiple-choice questionnaire, the Cardiff Test, Laerdal SkillReporter(®) software and a self-efficacy scale were used to assess students' overall competency (knowledge, psychomotor skills and self-efficacy) in BLS/AED at pre-test, post-test and 3-month retention-test. GEE, chi-squared and McNemar tests were performed to examine statistical differences amongst groups across time. RESULTS: There was a significant increase in the proportion of students who achieved competency for all variables measuring knowledge, psychomotor skills and self-efficacy between pre-test and post-test in both groups (all p-values<0.05). However, at post-test, significantly more students in the SDG achieved overall BLS/AED competency when compared to IDG. In terms of retention at 3 months, success rates of students within the IDG deteriorated significantly for all variables except ≥ 70% of chest compressions with correct hand position (p-value = 0.12). Conversely, the proportion of students who achieved competency within the SDG only decreased significantly in 'mean no flow-time ≤ 5s' (p-value = 0.02). Furthermore, differences between groups' success rates at retention-test also proved to be significantly different for all variables measured (all p-values < 0.05). CONCLUSION: This study demonstrated that using a student-directed strategy to retrain BLS/AED skills has resulted in a higher proportion of nursing students achieving and retaining competency in BLS/AED at three months when compared to an instructor-directed strategy.
RCT Entities:
AIM: To determine and compare the effects of two different retraining strategies on nursing students' acquisition and retention of BLS/AED skills. METHODS: Nursing students (N = 177) from two European universities were randomly assigned to either an instructor-directed (IDG) or a student-directed (SDG) 4-h retraining session in BLS/AED. A multiple-choice questionnaire, the Cardiff Test, Laerdal SkillReporter(®) software and a self-efficacy scale were used to assess students' overall competency (knowledge, psychomotor skills and self-efficacy) in BLS/AED at pre-test, post-test and 3-month retention-test. GEE, chi-squared and McNemar tests were performed to examine statistical differences amongst groups across time. RESULTS: There was a significant increase in the proportion of students who achieved competency for all variables measuring knowledge, psychomotor skills and self-efficacy between pre-test and post-test in both groups (all p-values<0.05). However, at post-test, significantly more students in the SDG achieved overall BLS/AED competency when compared to IDG. In terms of retention at 3 months, success rates of students within the IDG deteriorated significantly for all variables except ≥ 70% of chest compressions with correct hand position (p-value = 0.12). Conversely, the proportion of students who achieved competency within the SDG only decreased significantly in 'mean no flow-time ≤ 5s' (p-value = 0.02). Furthermore, differences between groups' success rates at retention-test also proved to be significantly different for all variables measured (all p-values < 0.05). CONCLUSION: This study demonstrated that using a student-directed strategy to retrain BLS/AED skills has resulted in a higher proportion of nursing students achieving and retaining competency in BLS/AED at three months when compared to an instructor-directed strategy.
Authors: Mario García-Suárez; Carlos Méndez-Martínez; Santiago Martínez-Isasi; Juan Gómez-Salgado; Daniel Fernández-García Journal: Int J Environ Res Public Health Date: 2019-03-03 Impact factor: 3.390
Authors: Carlos Méndez-Martínez; Santiago Martínez-Isasi; Mario García-Suárez; Medea Aglaya De La Peña-Rodríguez; Juan Gómez-Salgado; Daniel Fernández-García Journal: Int J Environ Res Public Health Date: 2019-03-03 Impact factor: 3.390
Authors: Alda Elena Cortés-Rodríguez; Pablo Roman; María Mar López-Rodríguez; Isabel María Fernández-Medina; Cayetano Fernández-Sola; José Manuel Hernández-Padilla Journal: Healthcare (Basel) Date: 2021-12-27