PURPOSE: The objective of this study was to evaluate the effects of infant-child CPR education on CPR knowledge, attitude, and self-efficacy of early childhood education students. METHODS: The subjects were 18 early childhood education students. Infant-child CPR education with theory and practice was composed of a 1:9 instructor-to-student ratio during a period of 3 hours. CPR knowledge, attitude, and self-efficacy were measured, along with CPR performance on the effect of education. The data were acquired from October 19 to November 2 in 2013. RESULTS: Significant improvement was observed for CPR knowledge (z=-3.63, p<.001), attitude (z=-3.42, p=.001), and self-efficacy (z=-3.25, p=.001). All of the subjects passed the performance test for infant-child CPR. CONCLUSION: Implemented infant-child CPR education is helpful in improving CPR knowledge, attitude, and self-efficacy.
Cardiopulmonary Resuscitation* ; Education* ; Humans

Resuscitation is the medical process of reviving a patient in cardiac arrest or impending cardiac arrest. In this paper, we describe some of the resuscitation research conducted by our group. The discussion will include: using Geographic Information Systems (GIS) technology to describe the geographic epidemiology of pre-hospital cardiac arrest in Singapore, therapeutic post resuscitation hypothermia, and automated cardio-pulmonary resuscitation (CPR) using a load-distributing band (LDB) device.
Cardiopulmonary Resuscitation - Education

No abstract available.
Cardiopulmonary Resuscitation* ; Education*

PURPOSE: This paper compares the CPR (cardiopulmonary resuscitation) skills of medical students with conventional training with those students without any previous training. We tried to evaluate if previous had any impact on CPR skills retention. METHODS: Incoming 1st year medical students were provided conventional CPR instruction. At 18-23 months, we randomly retrained the subjects. Then we tested CPR performance skill at 26 months. Out of 151 subjects who received their first CPR instruction, 135 were available for testing at 26 months. Retraining group and control group was 55 and 80 respectively. RESULTS: Overall performance was superior in the retrained group. The median score for retrained group and control group was 18(17-19) and 15(10-16).(p<0.001) For the retrained group, the percentage of adequate rescue breathing, reassessment, responsiveness assessment and compression were 100%, 98.2%, 96.4%, 92.7% respectively. For the control group, the percentage of adequate rescue breathing, adequate breathing, responsiveness assessment and compression were 91.2%, 73.8%, 68.8%, 60.0%. CONCLUSION: The CPR skills seems to be retained for 8 months. Without any retraining the CPR skills could not be retained after 26 months. Therefore, retraining of CPR is a necessity, but more study is required in oder to find out the interval of retraining.
Cardiopulmonary Resuscitation* ; Education ; Humans ; Respiration ; Students, Medical*

STUDY OBJECTIVES: To compare the quality of CPR provided by medical students and pre-EMTs performing three-rescuer CPR with that achieved by same students trained to provide standard two-rescuer CPR and to find the most effective method of resuscitation and to educate this methods to students. MATERIAL AND METHODS: From July 1 to September 30, 1996, we had trained 60 groups consisted of the medical students, students of EMS technology and pre-EMT. Each group practiced two-rescuer CPR and three- rescuer CPR for 120 minutes with Resusci(R) Anne and performed CPR for at least 3 minutes without feedback. To eliminate any visual cues of performance the mannequin's recorder was hidden. Each actions were recorded by Resusci(R) skillmeter and Laerdal printer. To compare the Quality of two-rescuer CPR and three-rescuer CPR, we analyzed the data by SPSS with paired t-test. RESULTS: Three-rescuer teams delivered a mean minute ventilation and a mean minute cardiac compression substantially greater than that produced by two-rescuer teams(11.30 +/-.85 vs 9.09+/-.22, p<0.001, 99.22+/-2.42 vs 95.12+/-5.75, p<0.001). Three-rescuer teams produce the more correct actions in chest compression and ventilation(93.84+/-.56% vs 83.49+/-6.94%, 90.90+/-.33% vs 77.00+/-7.06%). CONCLUSION: Three-rescuers can produce better CPR than two rescuers when a bag-valve-mask devices is used and the technique is easily leaned and readily retrained, so we think that repeated education and training of this CPR methods to students is needed.
Cardiopulmonary Resuscitation* ; Cues ; Education ; Humans ; Resuscitation ; Students, Medical ; Thorax ; Ventilation

PURPOSE: This study was done to identify the level of knowledge, attitude and performance ability in CardioPulmonary Resuscitation (CPR) and provided data for the development of an education program to improve CPR performance ability of nursery teachers. METHODS: The participants were 220 nursery teachers working in daycare centers in A city located in G province. Data were collected during July, 2013. RESULTS: The mean scores were 45.88 of 100 for knowledge, 3.69 of 5 for attitude, 2.65 of 5 for performance ability. There were significant differences in knowledge and performance ability according to education experience. There were positive correlations between knowledge and performance ability, and between attitude and performance ability. Factors affecting CPR performance ability were knowledge (beta=.133), attitude (beta=.327), and education in CPR (beta=.343). These factors explained 29.4% of the variance in CPR performance ability. CONCLUSION: Results indicate that nursery teachers' knowledge, attitude and CPR performance ability were not sufficient enough to perform accurate CPR in an emergency. Therefore, to improve performance ability of nursery teachers to carry out CPR in a cardiac arrest emergency of a child, educational strategies that focus on increasing knowledge and attitude need to be developed.
Cardiopulmonary Resuscitation* ; Child ; Education ; Emergencies ; Heart Arrest ; Humans ; Nurseries*

PURPOSE: This study compared the effectiveness and ease of operation of two different training methods, response sequence based training (RBST) and chest compression first training (CCFT), for cardiopulmonary resuscitation (CPR). METHODS: Eighty-five railroad workers were divided into two groups: those who applied the usual CPR training method (response sequence based training, 44 people) and those who applied our CPR training method (chest compression first training, 41 people). The objective skill performances were evaluated by using a mannequin (JAMY-IV RECO, Kyotokagaku, Japan). RESULTS: There was no statistical difference in CPR performance and artificial ventilation success rate between the RSBT group and the CCFT group. However, the artificial compression success rate and compression depth of the CCFT group compared to the RSBT group was statistically higher (p=0.006, 0.001). In addition, the wrong-hand-position rate of the RSBT group compared to the CCFT group was statistically higher (p=0.000). Furthermore, instructor satisfaction with practical training operations in the CCFT group compared to the RSBT group was statistically higher (p=0.001) and instructors reported that students were focused and easily capable of performing the CCFT training method. CONCLUSION: The chest compression first training method is easy to perform and not too complex to operate, making it effective in student performance and instruction. More effective CPR training is expected based on this method.
Cardiopulmonary Resuscitation* ; Education ; Humans ; Manikins ; Methods* ; Railroads ; Teaching ; Thorax ; Ventilation

PURPOSE: We undertook this study to evaluate the pertinence of yearly CPR training for three years in hospital. METHODS: We evaluated 106 participants (79 registered nurses, 17 assistant nurses, 10 medical technicians who were not emergency medical technicians). We performed the education once a year for three years. We used color slides and videos for the lecture. We used a CPR training manikin for training in the CPR skills. For the evaluation, we used a list involving 10 items about understanding the CPR scheme and the CPR training program. We divided the 106 participants based on frequency of training, occupation and career. RESULTS: The mean number of points for understanding the CPR scheme was 17.5 points out of 28. The mean number of points for check for breathing, rescue breathing, pulse check, and chest compression were 2.5, 2.3, 1.7, and 1.7, respectively out of 4 points. In CPR skills, appropriate rescue breathing was 37+/-31%, and appropriate chest compression was 62+/-39%. There were no significant statistical differences based on frequency of CPR training or career. There were significant statistical differences based on occupation. CONCLUSION: Our yearly CPR training in the hospital was not pertinent in improving the ability to perform CPR. Different CPR training methods are needed for different occupation. We think that further study are needed to develope effective CPR training methods and to identify the appropriate re-training interval.
Cardiopulmonary Resuscitation* ; Education ; Emergencies ; Manikins ; Nursing* ; Occupations ; Respiration ; Thorax

PURPOSE: Cardiopulmonary resuscitation (CPR) training can improve performance during simulated cardiac arrest; however, retention of skills after training remains uncertain. Recently, hands-only CPR has been shown to be as effective as conventional CPR. The purpose of this study was to compare the retention rate of CPR skills in laypersons between the two hands-only and conventional CPR training methods. METHODS: Participants were randomly assigned to one of the two training groups: The hands-only CPR group with 80 minutes of training or the conventional CPR group with 180 minutes of training. The CPR skills for each participant were evaluated at the end of the training session and at 3 months thereafter, using the Resusci Anne® manikin with a skillreporting software. RESULTS: A total of 252 participants completed the training sessions; of which, 125 participants were in the hands-only CPR group and 127 in the conventional CPR group. After 3 months, 118 participants were randomly selected to complete a post-training test. The hands-only CPR group showed a significant decrease in the average compression rate (p=0.015), average compression depth (p=0.031), and proportion of adequate compression depth (p=0.011). Contrastingly, there were no differences with respect to the retention of skills in the conventional CPR group after 3 months. CONCLUSION: The conventional CPR training appears to be more effective with respect to retention of chest compression skills compared with hands-only CPR training; however, the retention of artificial ventilation skills after conventional CPR training remains poor.
Cardiopulmonary Resuscitation* ; Education* ; Heart Arrest ; Manikins ; Retention (Psychology) ; Thorax ; Ventilation

PURPOSE: This study was done to evaluate the effect and retention of CPR training in nursing students. METHODS: The participants were 64 nursing students enrolled in K University in Busan. Data were collected from April 3 to October 20, 2006 using a structured questionnaire. Data were analyzed using the SPSS/PC 12.0 statistical program. RESULTS: The first hypothesis, that knowledge (t=-17.865, p=0.000) and skill (t=-11.216, p= 0.000) scored directly following the teaching program would be higher than before the program, was supported. The second hypothesis, that knowledge (t=-8.325, p=0.171) and skill (t=-9.812, p=0.062) scored directly after the teaching program would be higher than two months later, was rejected. The third hypothesis, that knowledge (t=-9.162, p=0.010) and skill (t=-6.019, p=0.023) scored two months after the program would be higher than four months after the program, was supported. The last hypothesis, that knowledge (t=9.169, p=0.210) and skill (t=-5.012, p=0.319) scored four months after the program would be higher than six months after the program, was rejected. CONCLUSION: Overall retention of CPR training among nursing students, without reinforcement, decreases most significantly between two and four months following initial training. Accordingly CPR training should be repeated with the same clients every four months.
Busan ; Cardiopulmonary Resuscitation* ; Education ; Humans ; Nursing* ; Surveys and Questionnaires ; Students, Nursing*