Effects of different types of feedback on cardiopulmonary resuscitation skills among nursing students–a pilot study

dc.creator	Pia Hedberg
dc.creator	Kristina Lämås
dc.date	2013-03-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:28:29Z
dc.date.available	2015-08-12T11:28:29Z
dc.identifier	10.5430/jnep.v3n10p84
dc.identifier	1925-4040
dc.identifier	1925-4059
dc.identifier	https://doaj.org/article/8449661c74a14ef0ab6bd75f57680588
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30672
dc.description	<p class="a"><strong>Background:</strong> During the last 20 years there have been different approaches to teaching nurse students cardiopulmonary resuscitation (CPR). Receiving CPR with compressions of adequate depth and frequency, and ventilations of adequate volume improves the chance of survival. The aim of this study was to evaluate effects of different types of feedback on CPR skills among nursing students.</p> <p class="a"><strong>Methods:</strong> A pilot study with an explorative approach including 30 nurse students. Students was randomized in three groups; 1) instructor-led training followed by self-training without feedback, 2) self-training with visual graphic feedback, and 3) self-training with voice advisory manikin (VAM). Outcomes were correct compression deep, frequency, hand position and release, and correct ventilation volume and flow. If performance was correct to 70%, students were considered to have reached approved level. The students also answered questions about theoretical knowledge about CPR.</p> <p class="a"><strong>Results:</strong> In technical skills, group 2 had significant higher level of correct ventilation volume compared with the other group. Both group 1 and 3 did not reach the level of 70% correct performance. Group 1 and 2 had significant higher level of correct deep of compressions compared with group 3 which did not reach the 70% level. There was no difference in performance between groups in other parameters.</p> <strong>Conclusion:</strong> This pilot study suggests that visual graphic feedback is promising and seemed to be more effective than self-training with voice advisory manikin and instructor-led training with followed self-training without feedback.
dc.language	English
dc.publisher	Sciedu Press
dc.relation	http://www.sciedu.ca/journal/index.php/jnep/article/view/2149
dc.relation	https://doaj.org/toc/1925-4040
dc.relation	https://doaj.org/toc/1925-4059
dc.source	Journal of Nursing Education and Practice, Vol 3, Iss 10 (2013)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Effects of different types of feedback on cardiopulmonary resuscitation skills among nursing students–a pilot study
dc.type	article