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Setup and Execution Of the Blindfolded Code Training Exercise

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Poor quality teaching in lay person CPR courses.

Melinda M Parnell¹, Peter D Larsen

¹Department of Surgery and Anaesthetics, Wellington School of Medicine, Wellington, New Zealand.

|January 26, 2007

Summary

New Zealand cardiopulmonary resuscitation (CPR) courses often provide inadequate training, with insufficient practice time and incorrect techniques frequently overlooked. This poor initial teaching may lead to ineffective CPR performance in real emergencies.

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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

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Last Updated: Jul 17, 2026

Setup and Execution Of the Blindfolded Code Training Exercise

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Area of Science:

Emergency Medicine
Medical Education
Public Health

Background:

Poor cardiopulmonary resuscitation (CPR) performance is a recognized issue among both healthcare professionals and lay responders.
Inadequate initial CPR training is a potential contributing factor to suboptimal resuscitation efforts.

Purpose of the Study:

To evaluate the quality of CPR training provided by 14 courses in New Zealand that meet NZQA standards.
To identify deficiencies in CPR instruction and assessment within these courses.

Main Methods:

Analysis of 14 CPR courses adhering to New Zealand Qualifications Authority standards.
Observation of student-to-manikin ratios, time allocated for CPR demonstration and practice, and assessment duration.
Review of certification practices, including the correction of CPR technique errors.

Main Results:

Student-to-manikin ratios exceeded 4:1 in smaller training providers, compared to 3:1 in larger organizations.
Limited time was dedicated to CPR practice (26+/-4 min) and demonstration (20+/-2 min) within a 4-hour course.
Certification was frequently awarded despite incorrect CPR technique (71% of courses), with inadequate correction of compression depth and placement (57% accuracy).
Discussion of early defibrillation was limited (57% of courses), and information on acute coronary syndromes was sparse.

Conclusions:

Current CPR teaching methodologies in New Zealand may not equip students with the necessary skills for effective CPR.
Significant improvements are needed in CPR course structure, practice time, and assessment rigor to enhance resuscitation competence.