Paper
Sunday, November 4, 2007
194
Improving Healthcare Provider Cpr Competence through Performance Based Evaluation
Mary B. Mancini, RN, PhD, CNA, FAAN and Carolyn L. Cason, RN, PhD. School of Nursing, University of Texas at Arlington, Arlington, TX, USA
| Learning Objective #1: evaluate the performance outcomes associated with healthcare provider CPR |
| Learning Objective #2: identify one method for enhancing performance outcomes |
This study evaluated differences in CPR competencies (compressions and ventilations) associated with three learning modalities that differed in length and presentation approach. Nurses and nursing students seeking recertification in AHA healthcare provider CPR were randomized to one of three groups. One completed the traditional 4-hour course (TRAD; n=102). The other two completed a 2-hour course that included interactive on-line learning and a practice-while-you-watch videotape. In one, learners viewed the videotape individually and controlled the pace (SOLO; n=109). In the other, learners viewed the videotape in groups with pace controlled by a facilitator (GROUP; n=94). AHA certified CPR instructors and sensorized manikins (Skillreporters) evaluated ventilations and compressions during adult and infant CPR. Multivariate analyses of variance revealed: (a) instructors’ ratings of adult CPR performance were equivalent, that is, no differences in performance associated with learning modality; (b) instructors’ ratings indicated infant CPR performance of SOLO learners was significantly better than other learners; (c) adult Skillreporter data indicated that all learners had adequate compression depths and equivalent rates. For all, average per minute compression rate was less than 75. TRAD and SOLO learners gave the same number of ventilations but SOLO learners tended to overinflate the lungs. TRAD and SOLO were equivalent on average ‘hands off’ time during CPR while GROUP time was significantly longer; and, (d) infant Skillreporter data revealed SOLO learners performed significantly better than other learners; however, all learners failed to achieve minimum performance standards. In conclusion, SOLO yielded better or equivalent performance outcomes when compared with TRAD. Consistent with other studies, many learners did not demonstrate minimal performance standards. Because the SOLO course requires less time, more readily accommodates individual learner schedules, and requires fewer resources, it may serve as a way for learners, through repeated use, to improve their performance and ultimately save more lives.