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Published on: October 24, 2020
Teaching Infant Cardiopulmonary Resuscitation to Caregivers in the Emergency Department
Joo Lee Song1, Todd P Chang1, Anita R Schmidt1
1From the Division of Emergency and Transport Medicine.
Insights
Caregivers learned infant cardiopulmonary resuscitation (CPR) knowledge in both emergency department (ED) and inpatient settings. However, neither group demonstrated adequate CPR performance after using self-instructional kits.
Area of Science:
- Pediatric Emergency Medicine
- Cardiopulmonary Resuscitation Education
- Cognitive Load Theory
Background:
- Infant cardiopulmonary resuscitation (CPR) is crucial for caregivers.
- Current infant CPR training primarily occurs in inpatient settings.
- No studies have evaluated infant CPR training in the emergency department (ED).
Purpose of the Study:
- To compare the effectiveness of teaching infant CPR to caregivers in a pediatric ED versus an inpatient setting.
- To analyze caregiver learning using cognitive load theory.
- To assess knowledge acquisition and psychomotor performance post-training.
Main Methods:
- Seventy-four caregivers were recruited for self-instructional infant CPR training using kits.
- Participants completed pre- and post-intervention knowledge tests and performance evaluations on a manikin.
- Chest compression depth and rate were measured against American Heart Association standards.
Main Results:
- Both ED and inpatient groups showed significant increases in infant CPR knowledge scores.
- Only the inpatient group demonstrated improvement in chest compression depth quality.
- Neither group showed improvement in compression rate, and cognitive load differences were not significant.
Conclusions:
- Self-instructional infant CPR kits improved caregiver knowledge but not adequate performance in either setting.
- The ED setting is a viable alternative for infant CPR training, though performance needs improvement.
- Further research is needed to optimize infant CPR training for caregivers.
Objectives:
Infant cardiopulmonary resuscitation (CPR) has been taught to caregivers of infants in inpatient settings. There are no studies to date that look at teaching infant CPR in the emergency department (ED). Using a framework of cognitive load theory, we compared teaching infant CPR to caregivers in a pediatric ED versus an inpatient setting.
Methods:
Knowledge tests, 1-minute infant CPR performances on a Resusci Baby QCPR (Laerdal) manikin, and self-reported questionnaires were completed before and after caregivers were self-taught infant CPR using Infant CPR Anytime kits. The proportions of chest compression depth and rate that met quality standards from the American Heart Association's Basic Life Support program were measured.
Results:
Seventy-four caregivers participated. Mean knowledge scores (out of a total score of 15) increased in both settings (ED preintervention: Mean (M) = 4.53 [SD = 1.97]; ED postintervention: M = 10.47 [SD = 2.90], P < 0.001; inpatient preintervention: M = 4.83 (SD = 2.08); inpatient postintervention: M = 10.61 [SD = 2.79], P < 0.001). Improvement in the proportion of chest compression that met high quality standards for depth increased in the inpatient group only. Neither groups had improvements in compression rates. There were no statistically significant differences in the difficulty of learning CPR, frequency of interruptions/distractions, or difficulty staying concentrated in learning CPR between the 2 settings.
Conclusions:
Caregivers in the ED and inpatient settings after a self-instructional infant CPR kit did not demonstrate adequate infant CPR performance. However, both groups gained infant CPR knowledge. Differences in cognitive loads between the 2 settings were not significant.
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