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Updated: Jun 19, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

The immediate life support course: implementation into an undergraduate nursing programme.

Billiejoan Rice¹, Patrick Gallagher, Niall Mc Kenna

¹School of Nursing and Midwifery, Queen's University, Belfast, UK. b.j.rice@qub.ac.uk

Nursing in Critical Care

|October 21, 2009

Summary

Immediate Life Support (ILS) training was integrated into undergraduate nursing education in Northern Ireland. Students reported enhanced recognition of acutely ill patients and improved clinical practice skills.

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Last Updated: Jun 19, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Nursing Education
Emergency Medicine
Cardiopulmonary Resuscitation

Background:

Immediate Life Support (ILS) training is crucial for recognizing and managing acutely ill patients.
Historically, ILS courses were exclusive to qualified nurses, limiting early exposure for undergraduates.
Integrating ILS into undergraduate curricula aims to bridge this gap and enhance clinical readiness.

Purpose of the Study:

To describe the implementation of an ILS course within an undergraduate nursing curriculum.
To evaluate nursing students' perceptions of the ILS course's impact on their clinical practice.
To report on the first instance of ILS training for undergraduate nursing students in Northern Ireland.

Main Methods:

The ILS course was delivered to 89 third-year BSc (Hons) Nursing Sciences students.
Training occurred over eight 7.5-hour sessions within a two-week period, with small class sizes (10-12 students).
Instruction was provided by recognized Advanced Life Support (ALS) instructors adhering to UK Resuscitation Council guidelines.

Main Results:

Student feedback indicated improved understanding of identifying acutely ill patients.
Participants reported a clearer grasp of the nurse's role in managing deteriorating patient situations.
The course was valued for identifying knowledge gaps, prompting further learning.

Conclusions:

Integrating ILS into undergraduate nursing programs effectively enhances students' ability to manage acutely ill patients.
The training positively impacts students' perception of their clinical competence and preparedness.
This initiative highlights the importance of early-life support training for future nursing professionals.