Maintenance of CPR skills among nursing students trained using Resuscitation Quality Improvement® program

Marilyn H Oermann¹, Yolanda M VanRiel², Robin W Wagner³, Kelli D Whittington⁴, Manisa Baker⁵, Debra E Stieve⁶, Patrick C Crane⁷, Carol A Vermeesch⁸

Affiliations

¹ Thelma M. Ingles Professor of Nursing, Duke University School of Nursing, 307 Trent Drive, DUMC 3322, Durham, NC 27710, USA.
² Associate Professor and Chair of Department of Nursing, North Carolina Central University, 3402 Nursing Building, 1801 Fayetteville Street, Durham, NC 27707, USA.
³ Associate Professor and Director Clinical Skills and Simulation Labs, College of Nursing, University of Cincinnati, 3110 Vine Street, Cincinnati, OH, 45221, USA.
⁴ Assistant Professor and Assistant BSN Program Director, School of Health Sciences, Southern Illinois University Carbondale, 1365 Douglas Drive, Carbondale, IL 62901, USA.
⁵ Assistant Professor and AG-CNS MSN Concentration Coordinator, Purdue University Northwest, College of Nursing, 2200 169 Street, Hammond, IN 46323, USA.
⁶ Coordinator of RN-BSN Program, Assistant Professor of Nursing, College of Nursing, Michigan State University, 1355 Bogue Street, East Lansing, MI 48824, USA.
⁷ Assistant Professor and Nurse Practitioner, College of Nursing, Michigan State University, 1355 Bogue Street, East Lansing, MI 48824, USA.
⁸ Instructor Emeritus, College of Nursing, Michigan State University, 1355 Bogue Street, East Lansing, MI 48824, USA.

PMID: 39328898
PMCID: PMC11426146
DOI: 10.1016/j.resplu.2024.100782

Maintenance of CPR skills among nursing students trained using Resuscitation Quality Improvement® program

Marilyn H Oermann et al. Resusc Plus. 2024.

. 2024 Sep 18:20:100782.

doi: 10.1016/j.resplu.2024.100782. eCollection 2024 Dec.

Authors

Marilyn H Oermann¹, Yolanda M VanRiel², Robin W Wagner³, Kelli D Whittington⁴, Manisa Baker⁵, Debra E Stieve⁶, Patrick C Crane⁷, Carol A Vermeesch⁸

Affiliations

¹ Thelma M. Ingles Professor of Nursing, Duke University School of Nursing, 307 Trent Drive, DUMC 3322, Durham, NC 27710, USA.
² Associate Professor and Chair of Department of Nursing, North Carolina Central University, 3402 Nursing Building, 1801 Fayetteville Street, Durham, NC 27707, USA.
³ Associate Professor and Director Clinical Skills and Simulation Labs, College of Nursing, University of Cincinnati, 3110 Vine Street, Cincinnati, OH, 45221, USA.
⁴ Assistant Professor and Assistant BSN Program Director, School of Health Sciences, Southern Illinois University Carbondale, 1365 Douglas Drive, Carbondale, IL 62901, USA.
⁵ Assistant Professor and AG-CNS MSN Concentration Coordinator, Purdue University Northwest, College of Nursing, 2200 169 Street, Hammond, IN 46323, USA.
⁶ Coordinator of RN-BSN Program, Assistant Professor of Nursing, College of Nursing, Michigan State University, 1355 Bogue Street, East Lansing, MI 48824, USA.
⁷ Assistant Professor and Nurse Practitioner, College of Nursing, Michigan State University, 1355 Bogue Street, East Lansing, MI 48824, USA.
⁸ Instructor Emeritus, College of Nursing, Michigan State University, 1355 Bogue Street, East Lansing, MI 48824, USA.

PMID: 39328898
PMCID: PMC11426146
DOI: 10.1016/j.resplu.2024.100782

Abstract

Background: The Resuscitation Quality Improvement® (RQI) program is a competency-based approach that provides low dose, high frequency cardiopulmonary resuscitation (CPR) skills training. Limited research has evaluated its effectiveness with nursing students who need to be prepared to respond to cardiopulmonary emergencies despite their student status and to be competent in CPR as they transition into practice.

Objective: The objective of this multisite longitudinal study was to examine the maintenance of adult and infant compressions and ventilation skills by nursing students at 3 and 6 months following practice with real-time feedback using the RQI® program.

Methods: The effectiveness of brief practice of CPR skills at the RQI® simulation station on the maintenance of skills was analyzed with 238 nursing students from six universities across the United States. Participants completed three practice sessions, at baseline (month 0), 3 months, and 6 months. At baseline, they performed compressions and ventilation with a bag-valve mask on adult and infant manikins without feedback (pretest), followed immediately by a session integrating real-time, objective feedback (both audio and visual) on their performance. CPR practice on the manikins with feedback on performance was then repeated every 3 months.

Results: Practicing CPR skills at the RQI® simulation station every 3 months with real-time feedback enabled participants to maintain their compression and ventilation skills and improve them from baseline (month 0) to 6 months. There was no loss of skills among these participants. Median scores on the first attempt to compress and ventilate stayed above the minimum 75 % overall score that learners must achieve to be considered an adequate performance.

Conclusions: This study demonstrated that brief practice of CPR skills at the RQI® simulation station every 3 months with real-time feedback was highly effective for maintaining students' competence in compressions and ventilation. Once the RQI® program is set up in a school, students could practice on their own as needed to maintain their skills.

Keywords: Cardiopulmonary resuscitation; Distributed practice; Nursing students; Training Intervals.

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Conflict of interest statement

The schools were early adopters of the Resuscitation Quality Improvement® (RQI) program as part of a partnership of the National League for Nursing, Laerdal Medical, the American Heart Association, and RQI Partners to advance transformation of the standard of resuscitation care for cardiac arrest by preparing nursing students with high-quality CPR skills. The authors had sole responsibility for implementing the project in their schools and for writing and submitting the manuscript. Data on participants’ performance of CPR skills were collected through the RQI® simulation station and provided to the authors. Carla Vanderbilt, PhD, Data Impact Analyst, RQI Partners, provided an analysis of the data for the authors but was not involved in writing the manuscript. Lauren Gaumer, Vice President, Research & Design, RQI Partners, read a draft of the manuscript at the authors’ request. The authors declare no conflicts of interest.The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Figures

**Fig. 1**
Median overall scores from participants’ first attempts for each activity at the RQI simulation station each quarter. The dashed line labeled 75% represents the minimum overall score that learners must achieve to be considered adequate performance. Participants’ time in the program is based on the number of quarters of RQI® they had previously completed at the start of the training session. Lower and upper error bars represent the 25th and 75th percentiles, respectively.

**Fig. 2**
Percentage of participants reaching at least a 75% overall score (i.e., passing) on their first attempt at the simulation station for each activity each quarter. Participants’ time in program is based on the number of quarters of RQI they had previously completed at the start of the training session.

**Fig. 3**
Average number of attempts that participants needed to achieve the 75% overall score passing threshold each quarter. Participants’ time in program is based on the number of quarters of RQI they had previously completed at the start of the training session. Error bars represent the standard deviation, and the lower bars go below 1 (the minimum possible number of attempts to pass) due to high skew in the data.

See this image and copyright information in PMC

References

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Maintenance of CPR skills among nursing students trained using Resuscitation Quality Improvement® program

Affiliations

Maintenance of CPR skills among nursing students trained using Resuscitation Quality Improvement® program

Authors

Affiliations

Abstract

Conflict of interest statement

Figures

References

LinkOut - more resources

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