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Basic life support: evaluation of learning using simulation and immediate feedback devices1.

Lucia Tobase1, Heloisa Helena Ciqueto Peres2, Edenir Aparecida Sartorelli Tomazini3

  • 1PhD, RN, Serviço de Atendimento Móvel de Urgências (SAMU), São Paulo, SP, Brazil.

Revista Latino-Americana De Enfermagem
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Summary
This summary is machine-generated.

This study shows that an online basic life support course improved student learning and performance. Immediate feedback devices during simulation enhanced awareness of cardiopulmonary resuscitation maneuvers.

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Area of Science:

  • Medical Education
  • Cardiovascular Medicine
  • Emergency Medicine

Background:

  • Basic life support (BLS) training is crucial for healthcare professionals.
  • Traditional BLS education may not fully prepare students for real-world scenarios.
  • Technological advancements offer new avenues for effective BLS training.

Purpose of the Study:

  • To assess the effectiveness of an online BLS course combined with simulation and immediate feedback.
  • To evaluate student learning and performance in managing cardiorespiratory arrest scenarios.

Main Methods:

  • A quasi-experimental, before-and-after study design was employed.
  • An online BLS course served as the educational intervention.
  • Pre- and post-tests measured theoretical knowledge; simulation with feedback devices assessed practical skills.

Main Results:

  • Significant improvement in theoretical knowledge (pre-test mean 6.4, post-test mean 9.3, p <0.001).
  • High practical performance scores (mean 9.1) in simulation, comparable to basic cardiopulmonary resuscitation standards.
  • Detailed performance metrics including compression depth, rate, and ventilation volume were recorded.

Conclusions:

  • The online BLS course effectively enhanced student learning and performance.
  • Simulation with immediate feedback devices is a valuable tool for BLS education.
  • Technological integration in BLS training promotes skill acquisition and performance awareness.