Thesis (M.S.)--University of Michigan, 1993.

Thesis (M.S.)--University of Wisconsin--Madison, 1990. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 157-161).

Objectives: To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). Methods: An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. Results: A paired t-test revealed a significant increase in learning [pre-test (6.4 +/- 1.61), post-test (9.3 +/- 0.82), p < 0.001]. The increase in the average grade after taking the online course was significant (p < 0.001). No learning differences (p = 0.475) had been observed between 1st and 2nd year (9.20 +/- 1.60), and between 3rd and 4th year (9.67 +/- 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). Conclusions: The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals.

Magister Curationis - MCur / Cardiopulmonary resuscitation (CPR) is a core emergency skill in which all nurses need to be proficient to save the lives of patients. It is important for nurses working in psychiatric hospitals to administer CPR correctly should the need arise. However, they rarely perform CPR as the patients they care for are generally not physical ill, unlike patients admitted in general hospitals. Given the paucity of literature on CPR in psychiatric hospitals, this study aimed at investigating the attitudes towards CPR and the CPR competency of nurses working at a hospital for intellectually disabled people in the Western Cape, South Africa

Certified Athletic Trainers (ATCs) are expected to perform cardiopulmonary resuscitation (CPR) on athletes experiencing cardiac arrest, regardless of whether the athlete is wearing protective athletic equipment. The goal of this research was to determine if ATCs were able to deliver high-quality CPR over and under football shoulder pads. Forty-one ATCs completed CPR according to 2015 AHA guidelines over and under shoulder pads fitted on a manikin. CPR quality was measured with the Resusci Anne Wireless SkillReporter. Data were analyzed to compare CPR performed over and under the shoulder pads. Overall CPR score, chest compression depth, and ventilation volume were statistically significant when CPR was performed over the equipment. Equipment removal revealed to cause a delay in compression initiation. Although the data from CPR measures suggest the removal of equipment is indicated, the prolonged delay of compressions due to equipment removal should be taken into consideration before establishing best-practice recommendations.

Background-High catecholamine concentrations are cytotoxic to cardiac myocytes. We hypothesized that myocardial interstitial catecholamine levels are greatly elevated immediately after long-duration ventricular fibrillation (VF), defibrillation, and reperfusion and that the short-acting β-antagonist esmolol administered at reperfusion would protect against this catecholamine surge and improve survival. Methods and Results-In part 1 of this study, catecholamines from myocardial interstitial fluid (ISF) and aortic and coronary sinus plasma were quantified by use of 3H-labeled radioenzymatic assay in 8 open-chest, anesthetized pigs. Eight minutes of electrically induced VF was followed by internal defibrillation and reperfusion. By 4 minutes of VF, ISF norepinephrine increased significantly, from 1.3±0.3 to 7.4±2.4 ng/mL. Epinephrine increased significantly, from 0.4±0.2 to 1.5±0.7 ng/mL. ISF norepinephrine and epinephrine peaked at 219.2±92.1 and 63.7±25.1 ng/mL after defibrillation and reperfusion and decreased significantly to 12.2±3.5 and 6.7±3.1 ng/mL 23 minutes after defibrillation. Transcardiac catecholamine changes were similar. In part 2, 8 minutes of VF was followed by external defibrillation in anesthetized, closed-chest pigs. Animals received 1.0 mg/kg esmolol (n=8) or saline (n=8) intravenously at the start of cardiopulmonary resuscitation (CPR). Advanced cardiac life support, including CPR and epinephrine, was delivered to both groups. Esmolol before reperfusion improved return of spontaneous circulation and 4-hour survival (7/8 versus 3/8 survivors, χ2 P<0.05). Conclusions-Transcardiac and ISF norepinephrine and epinephrine levels are briefly massively elevated after 8 minutes of VF, defibrillation, and reperfusion. A short-acting β-antagonist administered immediately after defibrillation improves return of spontaneous circulation and 4-hour survival after this prolonged VF.

Introduction: The practice of neonatal resuscitation involves superior technical skills, an ability to lead an interdisciplinary team as well as make clinical decisions based on complex dynamic transitional physiology within a narrow timeline. These skills are a mandatory component of pediatric residency training and have been assessed using standardized assessment tools such as certifying board exams, procedure checklists, and in training exams. Recent literature has raised concerns about trainees’ competency in the technical skills for neonatal resuscitation. This project sought to explore trainees’ perceptions of competency for neonatal resuscitation, as well as potential barriers that challenge this process. Methods: This project employed an interpretive design qualitative methodology, using an a priori educational theory incorporating the principles of social cognitive theory, deliberate practice, distributive practice, and ‘choke phenomenon’. Semi structured focus groups of residents and pediatricians were used for data collection. Interpretive analysis in the style of Crabtree and Miller was employed. Validity criteria as described by Lincoln and Guba were applied. Institutional ethics board approval was obtained. Results: The participants identified four attributes for competency in neonatal resuscitation required to ensure successful transition towards readiness for independent practice: (a) medical expertise, (b) leadership, (c) transferability, and (d) self-efficacy. The enablers and barriers towards acquisition of these four aspects during residency training and transition to practice were identified and explored. Conclusions: Through the self-reported experiences of trainees and practitioners and informed by educational theory, this study describes a “across rocky seas” graduated conceptual model of a sailing ship for competency acquisition in neonatal resuscitation. An understanding and application of this model may thus inform the development of new competency-based curricula. / Thesis / Master of Science (MSc) / The practice of neonatal resuscitation is challenging because practitioners are dealing with an infant who is critically ill, requiring multiple interventions within a very short duration of time. Despite residency training, literature reports challenges with acquiring and maintaining resuscitation skills. Using qualitative methods, specifically interpretive design, this project sought to explore trainees’ perceptions of competency for neonatal resuscitation, as well as potential barriers to this process. The principles of repeated exposure over different times in training, performance under pressure and the confidence in one’s abilities required to achieve a specific goal were used to inform data collection and analysis. The participants identified four attributes for competency in neonatal resuscitation required to ensure successful transition towards readiness for independent practice: (a) medical expertise, (b) leadership, (c) transferability, and (d) self-efficacy. Informed by educational theory, these constructs were then used to describe a conceptual model for competency acquisition in neonatal resuscitation

No / Lung inflation is the most important, and most difficult step in newborn resuscitation. A wide variety of devices are used to achieve lung inflation, but there are relatively few data to guide clinicians in their choice of device. We tested the ability of instructors and trained candidates on a newborn life support course to deliver initial inflation breaths to a test lung, using a pressure limited blow-off valve, a 240-ml self-inflating bag and a 500-ml self-inflating bag in sequence. Use of a 240-ml self-inflating bag was associated with shorter initial inflations of 1.8 s mean (95% CI 1.60-1.99 s), compared with 2.42 s (2.24-2.61 s), 2.40 s (2.08-2.71 s) for 500-ml self-inflating bags and 'Tom Thumb' T piece, respectively. Delivery of breaths within a target pressure range of 30 � 5 cm H2O was significantly better using a T piece than either self-inflating bag (proportion within target range 0.05 (95% CI 0-0.11), 0.17 (95% CI 0.12-0.23), 0.89 (95% CI 0.83-0.94) for 240-ml and 500-ml self-inflating bags and 'Tom Thumb' T piece, respectively. Excessive pressure delivery with both sizes of self-inflating bag was frequent. These data do not support use of 240-ml or 500-ml self-inflating bags for resuscitation of newborn term infants. A variable pressure T piece blow-off system may be the easiest device to use for newborn resuscitation and the most reliable at delivering desired pressures for set times.

Abstrakt Titel: Vårdpersonalens upplevelser av anhörigas närvaro vid hjärt- och lungräddning – en kvalitativ litteraturstudie. Bakgrund: Varje år drabbas över 10 000 personer av ett plötsligt hjärtstopp. Vid hjärtstopp drabbas hjärnan av syrebrist med risk för obotliga hjärnskador som följd. Startas hjärt- och lungräddning (HLR) tidigt kan överlevandsfrekvensen öka. Det kan vara en sjuksköterska som bekräftar hjärtstoppet samt påbörjar HLR. En uppgift sjuksköterskan kan ställas inför är kontakten med de anhöriga, det kan innebära att förmedla information, inhämta kunskap och stötta dem. Syfte: Belysa vårdpersonalens upplevelser av anhörigas närvaro vid hjärt- och lungräddningssituation av patienter med akut hjärtstopp. Metod: En litteraturstudie baserad på nio vetenskapliga artiklar med kvalitativ ansats. Resultat: Möjligheter vid anhörigbevittnad hjärt- och lungräddning är att ta farväl och få ett avslut, skapa en relation, förståelse genom delaktighet och anhöriga som resurs. Hinder för god omvårdnad yttrade sig genom: emotionella uttryck och rädslor hos vårdpersonalen, ansvar för anhörigas upplevelse och försvårande omständigheter i arbetssituationen Konklusion: Det finns både för- och nackdelar med anhörigbevittnad hjärt- och lungräddning. Sjuksköterskorna upplevde det positivt för anhöriga men ansåg att det kunde påverka deras förutsättningar att ge omvårdnad negativt. Nyckelord: Hjärt- och lungräddning, återupplivning, anhöriga, sjuksköterskor, erfarenhet / Abstract Title: Health professionals’ experience with relatives presence during cardiopulmonary resuscitation – a qualitative literature study. Background: Every year, over 10 000 persons suffer from sudden cardiac arrest. During cardiac arrest, the brain suffers from lack of oxygen with the risk of irreversible brain damage as a result. Early cardiopulmonary resuscitation (CPR) can increase the rate of survival. Sometimes a nurse confirms the cardiac arrest and start CPR. A task nurses may face is contact with related persons, it may include to convey information, obtain knowledge and support them. Aim: To illuminate health professionals’ experience of relatives presence during cardiopulmonary resuscitation of patients with acute cardiac arrest. Methods: A literature study based from nine scientific articles with qualitative design. Results: Opportunities with relative witnessed resuscitation is to say goodbye and get closure, build a relation, understanding through participation and relatives as a resource. Barriers to good care was expressed by emotional expression and fears of health professionals, responsibility for relatives experiences and aggravating circumstances in the work situation Conclusion: There are both advantages and disadvantages with presence of relatives during cardiopulmonary resuscitation. Nurses experienced it as positive for relatives, but felt that it could affect their ability to provide care as negative. Keywords: Cardiopulmonary resuscitation, resuscitation, relatives, nurses, experience

ABSTRACT Nurses’ Cardiopulmonary resuscitation (CPR) competence has been a subject of many research studies. The need for nurses to be competent in CPR is not debatable, because nurses are expected to preserve and promote life. This study assessed and compared CPR competence between two groups of Advanced Student Nurses in a Kenyan Medical Training College. The study used a descriptive comparative design. The participants were assigned to two groups based on the CPR training they had received. Group I had Advanced Life Support (ALS) training n=23 (comprised ICU advanced nursing students) and group II had Basic Life Support (BLS) training n=48 (comprised Midwifery, Ophthalmic, Community and Psychiatric advanced nursing students). The study sample constituted 71 participants of whom 28.2% were males and 71.8 % were females. Out of the 71 students who took part in the study only five attained the competence score, the remaining 66 failed the competence test. The five who passed the competence score were from the ALS group. The null hypothesis tested in the study was subjected to paired t-test and a p-value of p= 0.0001 was obtained. The null hypothesis was thus rejected based on this finding. The study confirmed previous findings that nurses CPR competence is below the expectation and the difference in training for the two groups of Advanced Student Nurses.