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Comparing student nurse knowledge and performance of basic life support algorithm actions: An observational
Nathalie Charlier1, Lien Van Der Stock1, Peter Iserbyt2
1Department of Pharmaceutical and Pharmacological Sciences, KU Leuven, 3001, Leuven, Belgium.
Nurse Education in Practice
|February 29, 2020
Summary
Student nurses show skill decay in basic life support (BLS) over four months, with knowledge often exceeding practical application. Hands-on BLS training requires more emphasis to improve critical motor skills.
Area of Science:
- Nursing Education
- Cardiopulmonary Resuscitation
- Skills Acquisition
Background:
- Basic life support (BLS) is a critical skill for nursing students.
- Assessing the retention of BLS skills and the relationship between cognitive and motor components is essential for effective training.
Purpose of the Study:
- To identify which BLS skills deteriorate in student nurses over a four-month period.
- To investigate the correlation between cognitive knowledge and motor skill performance in BLS.
Main Methods:
- A cohort of 169 first-year nursing students participated.
- Knowledge and manikin-based performance tests were administered two weeks and four months post-BLS training.
- Seven BLS subcomponents were assessed for knowledge and motor skill proficiency.
Main Results:
- For five of seven subcomponents, knowledge scores surpassed motor skill scores at both post-training and retention tests.
- Over 50% of students failed to correctly perform key skills like ventilation and compression techniques shortly after training.
- While ventilation volume improved in correct execution at four months, overall performance showed significant decay.
Conclusions:
- Nurse educators should prioritize practical, hands-on BLS skills training over theoretical instruction.
- Targeted interventions focusing on ventilation technique, compression depth, and rate are crucial for improving BLS competency.
- Sustained skill proficiency in BLS requires ongoing practice and reinforcement beyond initial training.
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