Nursing and Paramedic Students
Collaborate in
CPR/BLS Simulation Activities
•
•
•
•
•
•
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Nursing Faculty:
Milena Staykova
Deidira Stewart
Jennifer Everidge
Susan Jones
Carol Bailey
Carolyn Lyon
Melody Sharp
Emergency Medical
Services Faculty:
• Mark Cromer
• Roxanne Wilson
• Elliot Carhart
Objectives
Upon completion of the presentation, participants will be
able to:
•
Conclude that CPR/BLS collaborative learning activity
increased students’ self-perception of knowledge
retention and ability to perform CPR/BLS.
•
Validate the importance of a collaborative learning
activity to improve students’ self-perception of
CPR/BLS knowledge retention and skills.
•
Network with colleagues experienced in nursing and
paramedic education and engaging students in active
learning.
Background
•
The Institute of Medicine (2003) and the Quality and Safety Education for
Nurses (2011) have considered interdisciplinary teamwork and collaboration for
improving quality and safety in patient care.
•
Collaboration between nurses and paramedic personnel is critical for quality of
care and for positive patient outcomes in emergency situations (Melby, 2001).
•
Nursing and paramedic students are expected to demonstrate competence
during events requiring CPR/BLS in community or clinical settings.
•
Studies show that after initial certification, the retention of the CPR/BLS skills
requires reinforcement; otherwise, a deterioration of skills is observed (Brown et
al., 2006).
•
In settings of stressful situations nurses, physicians, and paramedics have
deviated from the CPR/BLS standards (Martin, 2005).
•
Many authors urge the curricula of healthcare professionals to reinforce
CPR/BLS skills and to evaluate the performance of these skills (Krahan, 2011).
Purpose
• To encourage the students to practice
CPR/BLS skills in a collaborative
environment
• To help students self-evaluate the
retention of CPR/BLS knowledge and
skills
• To enhance the students’ readiness to
enter the multidisciplinary-healthcare field
Research question (RQ) and Hypothesis (H):
• RQ: For nursing and paramedic students, what is the
students’ self-perception of the effects of an
interprofessional learning activity on students’ knowledge
retention and ability to perform CPR/BLS?
• H1: The nursing and paramedic students’ self-perception
of knowledge retention and ability to perform CPR/BLS
will increase after an interprofessional learning activity.
• Hₒ: The nursing and paramedic students’ self-perception
of knowledge retention and ability to perform CPR/BLS
will NOT increase after an interprofessional learning
activity.
Method
• This IRB approved descriptive study was
based on a triangulation
(a) IP learning activity based on students’
team interactions
(b) 1:1 observation by certified faculty
(c) pre-and-post learning-activity survey
• Descriptive (%, µ, δ) and Inferential
statistics (paired t-test)
Sample
• A convenience sample of 56 students:
- 36 junior-level nursing students
- 20 sophomore-level paramedic (EMS)
students
• 10 Faculty Members:
- 8 from nursing program
- 3 from paramedic (EMS) program
• 1 MSN student
Design
• A pre-activity survey (white paper)
• A 10-item questionnaire (Josipovic, 2009)
• A Visual Analog Self-Knowledge Assessment Tool
(VASKAT) to collect data:
– Zero (0) on the scale- lowest rating
– Ten (10) on the scale- highest self-knowledge and skills rating
• Case-based simulation activity- 2011 American Heart
Association BLS guidelines
• Manikins of moderate fidelity
• A team of 2 nursing and 1 paramedic students
• Collaboration and peer-teaching using professional
language and constructive feedback
• Post-activity survey- yellow paper
EMS and Nursing students’ pre-and-post
VASKAT survey percentage agreement on
each question
Nursing VASKAT
EMS VASKAT
100%
10
90%
9.9
60.00%
9.4
9.2
80%
9.8
70%
9.7
60%
9.6
50%
9.5
40%
9.4
9
8.8
40.00%
8.6
Values
Values
50.00%
Pre-Survey %
Post-Survey % 30.00%
Mean
8.4
8.2
20.00%
30%
9.3
20%
9.2
8
7.8
10.00%
10%
7.6
9.1
0%
9
1
2
3
4
5
6
Questions
7
8
9
10
0.00%
7.4
1
2
3
4
5
6
Questions
7
8
9
10
Pre-Survey
Post Survey
Mean
Results: Difference in means between the EMS and
nursing students’ responses for each question
using the VASKAT
Camparison of the means
10
9
8
7
6
VASKAT
5
4
3
2
1
0
1
2
3
4
5
6
7
8
9
Questions
EMS Pre-Survey
EMS Post-Survey
Nursing Pre-Survey
Nursing Post-Survey
10
Paired t-Test Calculations
Df
T-Test
p-value
EMS, n=20
19
2.31154E-08
<0.01
Nursing, n=36
35
1.25876E-44
<0.01
Rejection of the null
hypothesis based on the
statistical calculation
Conclusions
• The nursing and paramedic students’ self-perception of
knowledge retention and ability to perform CPR/BLS
increased after the interprofessional learning activity.
• IP activity led to an increase of the students’ selfperception of knowledge retention and ability to perform
CPR/BLS after the collaborative activity.
• The IP activity was more beneficial to the nursing
students.
• However, both groups experienced an increased selfperception of knowledge retention and ability to perform
CPR/BLS after simulation learning activities.
• Nursing students may benefit from curriculum
integrating CPR/BLS knowledge and skill refreshment
classes or annual CPR/ BLS competency validation.
References
Josipovic, P., Webb, M., & Mc Grath, I. (2009). Basic life support knowledge of
undergraduate nursing and chiropractic students. Australian Journal of Advanced
Nursing, 26(4), 58-63.
Krahn, R. E. (2011). Basic Life Support: A Call for Reevaluation by Nurse Educators.
Nursing Education Perspectives, 32(2), 128. doi:10.5480/1536-5026-32.2.128
Institute of Medicine. (2003, April 18). Health professions education: A bridge to
quality [Workshop Report]. Washington, DC: Author.
Martin, V. R. (2005). Poor technique: All too common. Nursing, 35(4), 35.
Melby, V. (2001). The adrenaline rush: nursing students' experiences with the
Northern Ireland Ambulance Service. Journal of Advanced Nursing, 34(6), 727736.
Oermann, M. H., Kardong-Edgren, S., Odom-Maryon, T., Ha, Y., McColgan, J. K.,
Hurd, D., et al. (2010). HeartCodeTM BLS with voice assisted manikin for teaching
nursing students: Preliminary results. Nursing Education Perspectives, 31(5), 303308.
Söderholm, H. M., & Sonnenwald, D. H. (2010). Visioning future emergency
healthcare collaboration: Perspectives from large and small medical centers.
Journal of The American Society For Information Science & Technology, 61(9),
1808-1823.
Quality and Safety Education for Nurses. (2011). Quality and safety competencies.
Chapel Hill, NC: Author.
Questions and Comments