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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
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PubMed
Summary
This summary is machine-generated.

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.

Keywords:
BLSCognitive skillsMotor skillsNursing studentRetention

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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.