Comparison of cardiopulmonary resuscitation training methods for parents of infants at high risk for cardiopulmonary arrest

Abstract

Study objectives: To compare three different methods of teaching CPR to parents of infants at high risk for sudden cardiopulmonary arrest and to identify characteristics that predict difficulty in learning CPR.

Methods: We conducted a prospective, multicenter clinical trial of 480 parents and other infant caretakers. Subjects were randomly assigned to 1 of 3 CPR training protocols: an instructor-taught CPR class, an instructor-taught CPR class followed by a social support intervention, or a self-training video module. CPR proficiency was evaluated with the use of a CPR skills checklist.

Results: Of 480 subjects, 301 (63%) were able to demonstrate successful CPR after training. Univariate analysis revealed that unsuccessful learners were likely to be less educated, to have lower incomes, to never have attended a previous CPR class, and to have better psychosocial adjustment to their infant's illness, compared with successful learners. The proportion of successful learners was significantly higher in the 2 instructor-taught classes than in the self-training video class. Multiple logistic regression analysis was used to develop a predictive profile to describe unsuccessful learners. The following characteristics independently predicted unsuccessful learners: CPR learned in the self-training video group, fewer years of education, and better psychosocial adjustment.

Conclusion: Most parents of infants at high risk for sudden death can demonstrate successful CPR skills at the completion of 1 class. However, a significant minority will require extra attention to be successful. Self-training video instruction may not be an adequate substitute for instructor-taught CPR.