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Introduction to AEDAn Automated External Defibrillator (AED) is a portable medical device that analyzes the heart's rhythm and, if necessary, delivers an electrical shock to help the heart re-establish an effective rhythm during sudden cardiac arrest (SCA). SCA occurs when the heart suddenly and unexpectedly stops beating, leading to a loss of blood flow to the brain and other vital organs. In such emergencies, time is of the essence, and using an AED, combined with Cardiopulmonary...
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Related Experiment Video

Updated: Apr 4, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Using a serious game to complement CPR instruction in a nurse faculty.

Imma Boada1, Antonio Rodriguez-Benitez1, Juan Manuel Garcia-Gonzalez1

  • 1Graphics and Imaging Lab., University of Girona, Spain.

Computer Methods and Programs in Biomedicine
|August 31, 2015
PubMed
Summary
This summary is machine-generated.

LISSA, a serious game, significantly improved cardiopulmonary resuscitation (CPR) learning acquisition and skill performance in nursing students compared to traditional methods. This engaging approach enhances CPR training effectiveness for better patient outcomes.

Keywords:
Cardiopulmonary resuscitationE-learningNursing informaticsSerious games

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Area of Science:

  • Medical Education
  • Emergency Medicine
  • Serious Games

Background:

  • Cardiopulmonary resuscitation (CPR) is a critical life-saving technique for cardiac arrest victims.
  • Effective CPR administration is vital for increasing survival rates.
  • Traditional CPR training methods may benefit from innovative, engaging tools.

Purpose of the Study:

  • To evaluate the effectiveness of LISSA, a serious game, in complementing CPR teaching.
  • To assess LISSA's impact on CPR skill acquisition and retention among nursing students.
  • To compare learning outcomes between students using LISSA and those receiving traditional CPR instruction.

Main Methods:

  • A randomized controlled trial involving 109 nursing undergraduate students.
  • Comparison of a traditional teaching methodology (self-directed learning + mannequin practice) with LISSA integrated after theory and before practice.
  • Statistical analysis using paired samples t-tests to determine significant differences in learning acquisition.

Main Results:

  • Students using LISSA demonstrated significantly higher learning acquisition scores compared to the traditional group (p<0.05).
  • LISSA users showed improved performance in executing key CPR protocol steps.
  • Paired t-tests confirmed significant differences in learning outcomes between groups.

Conclusions:

  • LISSA is an effective tool for enhancing CPR education and skill development in nursing students.
  • Serious games like LISSA offer a valuable supplement to traditional CPR training.
  • Integrating LISSA can lead to better-prepared healthcare professionals in emergency situations.