Impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: Experience of a paediatric department in low-resource country
Introduction: The study aimed to assess the impact of a modified paediatric basic life support (BLS) training on paediatric nurses' knowledge and skills in the main tertiary level public hospital in Rwanda. Methods: A prospective, before-and-after educational intervention study was performed. N...
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doaj-1935334370064e2284b138f2275662472021-08-26T04:33:37ZengElsevierAfrican Journal of Emergency Medicine2211-419X2021-09-01113366371Impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: Experience of a paediatric department in low-resource countryChristian Umuhoza0Lei Chen1Juliette Unyuzumutima2Natalie McCall3Paediatrics, University of Rwanda, Kigali City, Rwanda; Paediatrics, Centre Hospitalier Universitaire de Kigali (CHUK), Kigali City, Rwanda; Corresponding author.Paediatrics, Yale University, New Haven, CT, United States of AmericaPaediatrics, Centre Hospitalier Universitaire de Kigali (CHUK), Kigali City, RwandaPaediatrics, Yale University, New Haven, CT, United States of AmericaIntroduction: The study aimed to assess the impact of a modified paediatric basic life support (BLS) training on paediatric nurses' knowledge and skills in the main tertiary level public hospital in Rwanda. Methods: A prospective, before-and-after educational intervention study was performed. Nurses working in the paediatric department at Centre Hospitalier Universitaire de Kigali (CHUK) were enrolled after consenting to the study. A modified BLS training was administered using didactic lectures, videos, case discussions, and simulations. Knowledge and skills were assessed before, immediately and six months after the training, using the American Heart Association (AHA) multiple-choice questions test and simulation scenarios. Ethical approval from the hospital's investigational review board was obtained before the start of the study. Results: Fifty-seven nurses working in paediatric department were included in the study, most with advanced nursing degrees. At baseline, only 3.5% scored above 80% on the knowledge test and none were able to perform high-quality one-rescuer CPR. Knowledge and high-quality one-rescuer CPR skills improved significantly immediately after the training, with 63.2% scoring above 80% and 63.2% capable of performing high-quality one-rescuer CPR (p < 0.01). Six months later, only 45.6% scored above 80% and 15.8% were capable of performing high-quality one-rescuer CPR (p < 0.01). Some skills, such as delivering breaths using bag-mask device, showed better retention. Conclusion: In the paediatric department of the main public tertiary care hospital in Rwanda, nurses' baseline knowledge and skills in providing BLS was poor but can increase with focused BLS training. Due to the decline in knowledge and skills over six months, the use of debriefing and focused trainings following resuscitation events and improved implementation of yearly departmental refresher courses are recommended.http://www.sciencedirect.com/science/article/pii/S2211419X21000367Basic life support (BLS)Cardiopulmonary resuscitation (CPR)EducationLow-resourceDeveloping countries |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Christian Umuhoza Lei Chen Juliette Unyuzumutima Natalie McCall |
spellingShingle |
Christian Umuhoza Lei Chen Juliette Unyuzumutima Natalie McCall Impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: Experience of a paediatric department in low-resource country African Journal of Emergency Medicine Basic life support (BLS) Cardiopulmonary resuscitation (CPR) Education Low-resource Developing countries |
author_facet |
Christian Umuhoza Lei Chen Juliette Unyuzumutima Natalie McCall |
author_sort |
Christian Umuhoza |
title |
Impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: Experience of a paediatric department in low-resource country |
title_short |
Impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: Experience of a paediatric department in low-resource country |
title_full |
Impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: Experience of a paediatric department in low-resource country |
title_fullStr |
Impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: Experience of a paediatric department in low-resource country |
title_full_unstemmed |
Impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: Experience of a paediatric department in low-resource country |
title_sort |
impact of structured basic life-support course on nurses' cardiopulmonary resuscitation knowledge and skills: experience of a paediatric department in low-resource country |
publisher |
Elsevier |
series |
African Journal of Emergency Medicine |
issn |
2211-419X |
publishDate |
2021-09-01 |
description |
Introduction: The study aimed to assess the impact of a modified paediatric basic life support (BLS) training on paediatric nurses' knowledge and skills in the main tertiary level public hospital in Rwanda. Methods: A prospective, before-and-after educational intervention study was performed. Nurses working in the paediatric department at Centre Hospitalier Universitaire de Kigali (CHUK) were enrolled after consenting to the study. A modified BLS training was administered using didactic lectures, videos, case discussions, and simulations. Knowledge and skills were assessed before, immediately and six months after the training, using the American Heart Association (AHA) multiple-choice questions test and simulation scenarios. Ethical approval from the hospital's investigational review board was obtained before the start of the study. Results: Fifty-seven nurses working in paediatric department were included in the study, most with advanced nursing degrees. At baseline, only 3.5% scored above 80% on the knowledge test and none were able to perform high-quality one-rescuer CPR. Knowledge and high-quality one-rescuer CPR skills improved significantly immediately after the training, with 63.2% scoring above 80% and 63.2% capable of performing high-quality one-rescuer CPR (p < 0.01). Six months later, only 45.6% scored above 80% and 15.8% were capable of performing high-quality one-rescuer CPR (p < 0.01). Some skills, such as delivering breaths using bag-mask device, showed better retention. Conclusion: In the paediatric department of the main public tertiary care hospital in Rwanda, nurses' baseline knowledge and skills in providing BLS was poor but can increase with focused BLS training. Due to the decline in knowledge and skills over six months, the use of debriefing and focused trainings following resuscitation events and improved implementation of yearly departmental refresher courses are recommended. |
topic |
Basic life support (BLS) Cardiopulmonary resuscitation (CPR) Education Low-resource Developing countries |
url |
http://www.sciencedirect.com/science/article/pii/S2211419X21000367 |
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