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Signa Vitae

A Journal In Intensive Care And Emergency Medicine

Tag: education

Are chest compression depths measured by the Resusci Anne SkillReporter and CPRmeter the same?


Objective. We investigated whether data collected using the Resusci Anne SkillReporter were comparable with those collected using the CPRmeter (cardiopulmonary resuscitation meter -an accelerometer feedback device used to provide high-quality chest compressions).

Materials and Methods. Fifty continuous chest compressions were performed using a Resusci Anne SkillReporter and a CPRmeter under two conditions (Experiment 1: complete chest wall recoil; Experiment 2: incomplete chest wall recoil). The conditions were defined according to visual feedback signals provided by the CPRmeter. A single healthcare worker performed 20 repetitions under each experimental condition alternately. Chest compression data were collected and analyzed using the Laerdal PC SkillReporting System and QCPR Review software.

Results. The mean difference in chest compression depth between the Resusci Anne SkillReporter and CPRmeter was 6.7 ± 1.2 mm in Experiment 1 (95% CI: 6.1~7.3) and was significantly higher in Experiment 2 (17.3 ± 1.9 mm; 95% CI: 16.4~18.2; p < 0.001).

Conclusions. The chest compression depth measured by the Resusci Anne SkillReporter was significantly different from that of the CPRmeter. Cardiopulmonary resuscitation instructors, trainees, and researchers should be aware of this difference to ensure the most accurate interpretation of their training or experimental results.

Key words: cardiopulmonary resuscitation, manikins, feedback, education, training

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Nursing and Implementation of Modern Technology


Introduction. Implementation of technology in health care has become a global trend. The society modernization has led to the increasing development of technology and information systems. Nurses in everyday work encounter with the application of communications and information technologies. The implementation of modern technology in nursing increases nurses efficiency, but it is also changing the way of care for patients. Implementation of modern technology in nursing is the result of interactions between technical skills, culture and social acceptance in the working environment.

Aim. The aim of this article was to investigate the application of modern technology in nursing and how it affects the nursing profession, what competencies are required for the introduction of technology and the role of nurses in the process.

Materials and methods. PubMed database, OJIN base (Online Journal of Issues in Nursing), HCA (Hospital Corporation of America) were searched with the aim of finding appropriate studies and articles. Keywords which were used: nursing, modern technology, nursing challenges, education.

Results. During a search of the databases, we found seven articles of which according to the inclusion criteria for this study we used three. Data from the literature that was used showed that the application of modern technology in nursing is still in the initial process of adaptation.

Conclusion. Modern technology in the nursing profession is in its infancy, a lot of factors are contributing to slower development such as high cost, a shortage of nurses and training of medical staff to work with the new technology.

Key words: nursing, modern technology, nursing challenges, education

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History of professional education on podiatry emergencies and disasters: a Spanish point of view


Mainstreaming between podiatry practice and podiatry studies is needed. Podiatry practice evolution in Spain has allowed this medical discipline to obtain its own academic, institutional and legislative framework to increase and improve professional decisions in the podiatric medical practice. For that reason, there is a great interest and relevancy on emergencies and urgencies education in podiatry clinical and welfare activity. It is an essential component, the different and inherent risk conditions of welfare activity require to give an immediate, accurate and sure response that protects people life. Podiatry faculties could and should establish joint actions that integrate on an effective way the complexity and multiplicity of vital situations that the podiatric activity involves, as well as to establish strategic plans in the activity of professional podiatrists that come together in an improvement of graduates.

Key words: education, Emergency medicine, podiatry, disasters

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Electrocardiography interpretation training in emergency medicine: methods, resources, competency assessment, and national standardization


Objective(s). The aim of this study was to evaluate the status of electrocardiography (ECG) training in emergency medicine residency programs in Turkey, and the attitude of the program representatives towards standardization of such training.

Methods. This investigation was planned as a cross-sectional study. An 18-item questionnaire was distributed to directors of residency programs. Responses were evaluated using SPSS (v.16.0), and analyzed using the chi-square test.

Results. Thirty-nine program directors (out of 42) responded to the questionnaire. Twenty-eight of them stated they did not have a formal ECG training curriculum. The most preferred ECG education method was clinical education in the Emergency Department; the most common education resource was ECG textbooks; and the most common evaluation method was case scenarios. Only thirteen of the programs had an obligation to prove competency. The most common competency-assessment method was obtaining a passing grade based on an instructor’s observation. The majority of program directors are of the opinion that there should be a formal ECG teaching curriculum, and that a national ECG training program and national ECG database should be formed.

Conclusions. The majority of programs do not have a formal ECG interpretation curriculum, which is an obligation to prove competency. As a result, their training methods, resources, and assessment tools were determined to be subjective.

Key words: emergency medicine, electrocardiography, education

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The significance of pre-existing knowledge of the latest guidelines for cardiopulmonary resuscitation in successful basic life support education of Belgrade sixth year medical students


Introduction. The latest Guidelines for cardiopulmonary resuscitation (CPR) were published in 2010. The aim of the implementation of basic life support (BLS) guidelines is the introduction of uniform criteria within the domain of cardiac arrest diagnostics and treatment both for lay rescuers and first line lifesavers without formal medical education as well as for medical personnel who happen to be in the role of the event witness but without medical equipment and outside of their working place.

Objective. The goal of this study was to investigate the significance of pre-existing knowledge of the latest 2010 Guidelines for CPR for achieving successful training in BLS among 6th year students of the Belgrade School of Medicine.

Methods. In a five-month prospective study of 6th year medical students doing a clinical internship at the Belgrade Emergency Medical Services (EMS) were in a peer training on the application of BLS. At the beginning and at the end of the training program, the students had to pass entrance (E) and final (F) tests composed of 25 identical questions. Using the E test, the students’ knowledge of the latest CPR Guidelines was tested; they were classified into groups with pre-existing knowledge (group I) and groups without pre-existing knowledge (group II). By comparing data from E and F tests we analyzed the influence of training on the improvement of pre-existing knowledge or gaining new knowledge in BLS and first aid.

Results. A total of 423 students were tested. The analysis of obtained data showed that in group I there was a statistically significant difference between correct and incorrect responses to eleven questions on the F and E tests. In group II there was a statistically significant difference between test responses in the E and F tests to 17 questions. In group II, knowledge additionally improved after training so that in the F test, a statistical significance in correct answers was achieved with regard to 8 questions in relation to the E test (p<0.05). There was a statistically significant difference between correct and inaccurate answers in tests F and E with regard to 10 questions. In the entire group of students, a total statistical significance (p<0.05) was achieved in answers to as much as 25 questions.

Conclusion. Among 6th year medical students without pre-existing knowledge of the latest 2010 CPR Guidelines, BLS training considerably improved their previously acquired knowledge. Also, students with good pre-existing knowledge, showed a considerably higher level of acquired knowledge after implemented training. A future study with a longer follow-up period to estimate the effect on long-term retention of learning outcomes is needed.

Key words: latest CPR Guidelines, knowledge, BLS, education, students

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