Comparative effectiveness of self-learning and instructor-assisted pediatric cardiopulmonary resuscitation training:...

Unlike that for adults, training for cardiopulmonary resuscitation of infant and child is scarce, and warrants efforts for greater accessibility. Effective self-learning could expand training accessibility and facilitate the development of effective infant and child cardiopulmonary resuscitation training methods.

This study was conducted to develop a pediatric cardiopulmonary resuscitation self-learning training program, implement nurse training, and evaluate training effectiveness by comparing trainees' achievement of self-efficacy in pediatric cardiopulmonary resuscitation, with or without instructor assistance.

Prospective randomized controlled study.

General hospital.

Nurses working in a general hospital.

Participants were randomly and sequentially assigned to either an instructor-assisted or a self-learning group and completed a pre-training survey, pediatric cardiopulmonary resuscitation training, post-training survey and test, and a 1-year follow-up test. Pediatric cardiopulmonary resuscitation training was divided into infant and child cardiopulmonary resuscitation training.

Among the 97 participants, instructor-assisted and self-learning groups trained in pediatric cardiopulmonary resuscitation showed no significant difference in correct chest compressions, ventilation performance, and self-efficacy at the post-training assessment. However compared to the pre-training assessment, these parameters increased significantly in both groups at the post-training assessment (self-efficacy: infant cardiopulmonary resuscitation: pre-training 15.48, post-training: 17.25 vs pre-training 19.74, post-training 20.05; child cardiopulmonary resuscitation: pre-training 15.78, post-training 17.90 vs pre-training 19.48, post-training 20.55; both p < 0.001), respectively. In the self-learning group, at the 1-year follow-up, the rate of correct infant resuscitation compression decreased significantly from 89 (immediate post-training score) to 76 (p = 0.07), without significant intergroup difference. Regarding the time of measurement, although the main effect was significant (p < 0.001), the interaction effect of instructor-assisted training and time of measurement on pediatric cardiopulmonary resuscitation self-efficacy was not.

Pediatric cardiopulmonary resuscitation training did not differ significantly with training modality and improved self-efficacy, which changed significantly over time. These results aid the design of effective self-learning training programs for pediatric cardiopulmonary resuscitation training.