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Suzie Kardong-Edgren¹, Marilyn H Oermann, Tamara Odom-Maryon

¹College of Nursing, Washington State University, Spokane, WA 99210-1495, USA. sedgren@wsu.edu

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Summary

This summary is machine-generated.

Even with monthly practice using voice-activated manikins, some nursing students struggled to perform cardiopulmonary resuscitation (CPR) correctly. This highlights a need for improved CPR training methods for healthcare educators.

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Area of Science:

Medical Education
Cardiopulmonary Resuscitation Training
Nursing Education

Background:

Effective cardiopulmonary resuscitation (CPR) skills are critical for nursing students.
Traditional CPR training methods may not ensure long-term proficiency.
Assessing novel training tools is essential for improving student competency.

Purpose of the Study:

To analyze the effectiveness of monthly brief cardiopulmonary resuscitation (CPR) practice using voice-activated manikins compared to no practice.
To evaluate the retention and accuracy of CPR skills among nursing students after a year of training.

Main Methods:

Secondary data analysis of a year-long study involving 606 nursing students.
Intervention group: brief monthly CPR practice with voice-activated manikins and feedback.
Control group: no CPR practice during the study period.

Main Results:

A significant number of students, even with monthly practice and manikin feedback, were unable to perform CPR accurately.
The voice-activated manikin provided accurate feedback, yet skill acquisition varied among students.
Performance disparities suggest limitations in the current brief practice model for some learners.

Conclusions:

Monthly brief cardiopulmonary resuscitation (CPR) practice with voice-activated manikins is insufficient for ensuring correct performance in all nursing students.
Staff educators must consider alternative or supplementary strategies to improve CPR competency.
Further research is needed to identify optimal training protocols for sustained CPR proficiency in nursing education.