scholarly journals Barotrauma as a consequence of lay rescuer basic life support

2021 ◽  
Vol 22 (2) ◽  
pp. 129-131
Author(s):  
Markéta Nowaková ◽  
Bořek Trávníček ◽  
Jan Pavlíček ◽  
Michal Hladík
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Lay Rescuer

Abstract 283: Hands-off Time During Lay Rescuer Basic Life Support Remains High After a Standard Basic Life Support Course

Circulation ◽  
2014 ◽  
Vol 130 (suppl_2) ◽  
Author(s):  
Michael Mueller ◽  
Christian Rudolph ◽  
Cynthia Poenicke ◽  
Andre Eichelkraut ◽  
Norbert Papkalla ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Basic Life Support ◽  
Life Support ◽  
Control Group ◽  
Chest Compressions ◽  
Lay Persons ◽  
Lay Rescuer ◽  
Test Scenarios ◽  
Off Time ◽  
External Defibrillator

The current international guidelines for resuscitation recommend high quality chest compressions with minimal interruptions as important prerequisite for optimal survival after cardiac arrest. During the standard four hours BLS course of the European Resuscitation Council (ERC) the participants learn to provide chest compressions, ventilations and to use an automated external defibrillator. We know that lay rescuers are able to learn these skills. However, it is unclear whether lay rescuers manage to minimize interruptions of chest compressions. Objective: To evaluate the no-flow fraction (NFF) during lay rescuer BLS including chest compressions, ventilation and the use of an AED. Methods: 24 participants of a BLS/ AED course were assessed before (T1) and after (T2) the BLS training in a standardized scenario in pairs of 2 rescuers. We used a Resusci Anne Simulator manikin (Laerdal, Norway) and a Lifepak 1000 AED trainer device for the assessment. The scenario was an adult patient with cardiac arrest and persistent ventricular fibrillation (VF), duration of the scenario was 5 minutes. 28 lay persons served as control group and were assessed in pairs of 2 rescuers twice at the same day. Two-sided t-test was used to test differences between groups and between test scenarios (T1 vs. T2), p<.05 was considered significant. Results: The NFF decreased from 0.68 ± 0.1 (before the course) to 0.5 ± 0.07 (after the course), p=.000. In the control group the NFF was 0.63 ± 0.1 (scenario 1) and 0.59 ± 0.14 (second scenario), p=.244. Conclusion: A standard BLS course reduces the interruptions of chest compressions during lay rescuer CPR. However, 50% of the scenario no chest compressions are given. Interruptions are mainly due to ventilations or related to the use of the AED. Further research is necessary to improve the BLS algorithm regarding reduction of interruptions.

The effectiveness of modified basic life support module on knowledge, attitude, and performance of cardiopulmonary resuscitation among university students

2018 ◽  
Vol 26 (3) ◽  
pp. 156-164
Author(s):  
Azizul Fadzli Wan Jusoh ◽  
Rosliza Yahaya ◽  
Nik Ahmad Shaiffudin Nik Him ◽  
Nik Arif Nik Mohamed ◽  
Mohd Nizam Zahary ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Cardiopulmonary Resuscitation ◽  
University Students ◽  
Healthcare Provider ◽  
Basic Life Support ◽  
Life Support ◽  
Medical Group ◽  
Resuscitation Training ◽  
Lay Rescuer ◽  
And Performance

Introduction: Cardiopulmonary resuscitation is a primary method used in the treatment of sudden cardiac arrest. It is a crucial skill that a healthcare provider and a lay rescuer should acquire to improve the survival and the neurological outcome of out-of-hospital cardiac arrest. Several modules were used to teach cardiopulmonary resuscitation for the healthcare provider and lay rescuer, but no module been developed that could be utilised in both population. Thus, this study aims to investigate the effectiveness of modified cardiopulmonary resuscitation training to knowledge (K), attitude (A), and performance (P) between medical and non-medical university students. Methods: This research was a single experimental study involving a total number of 125 students: 58 for a medical group and 67 for a non-medical group. A modified basic life support module, based on American Heart Association guideline 2015 was delivered to both groups under the same study setting. Pre and post KA scores were assessed using Res-Q questionnaire. The performance was evaluated by resuscitation feedback machine. The KA scores were analysed using repeated measure analysis of variance, and performance was examined using Pearson chi-square. Results: The study showed 64.8% of the participants were able to perform high-quality chest compression. Despite significant differences of sociodemographic background, there was no significant difference on effective chest compression between two groups (p = 0.200). There were also significant improvements in KA scores in both groups after intervention (p < 0.001). Conclusion: The knowledge of cardiopulmonary resuscitation can be delivered to everyone as aspired by our stakeholder to have one qualified cardiopulmonary resuscitation provider in a family. This modified basic life support module is reliably applicable to both healthcare and lay rescuer cardiopulmonary resuscitation training. All rescuers will perform in a similar manner, and this will tremendously reduce the discrepancy in the cardiopulmonary resuscitation qualities. Ultimately, this will improve an out-of-hospital return of spontaneous circulation rate.

scholarly journals Out-of-hospital treatment in case of drowning

2011 ◽  
Vol 64 (1-2) ◽  
pp. 64-67
Author(s):  
Vladan Popovic ◽  
Ljiljana Gvozdenovic ◽  
Igor Ivanov ◽  
Sasa Milic
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Spinal Injury ◽  
Acute Hypoxia ◽  
Advanced Life Support ◽  
Hospital Treatment ◽  
Pathophysiological Mechanism ◽  
Early Intubation ◽  
Emergency Transport ◽  
Lay Rescuer

Introduction. Drowning is a leading preventable cause of unintentional morbidity and mortality. The dominant pathophysiological mechanism of drowning includes the development of acute hypoxia. First aid. The rescue procedure of a drowning person includes careful pulling the victim out of the water, examination, maintenance of the airways passable and urgent transfer to hospital. Basic life support. The first and most important treatment option of a drowning victim is the provision of ventilation which increases the chances of survival. As soon as the unresponsive victim is removed from the water, the lay rescuer should immediately begin chest compressions and provide cycles of ventilations and compressions. Some recent investigations have revealed that exterior compression of the chest is a necessary measure even in a situation when by?standers cannot provide airway. It is recommended to train by?standers to provide basic life support and apply automated external defibrillator in a drowning person whenever indicated and as early as possible. Advanced life support. In drowning, the victim with cardiac arrest requires advanced life support, including an early intubation. Extended medical measures, which are primarily provided by medical professionals, include cervical spine immobilization in case a spinal injury is suspected, or, establishment of the ventilation with oxygen, emergency transport, application of reanimation and advanced vital support measures.

“Pediatric Life Savers” – a Novel Approach to Teaching Basic Life Support to Parents in the Hospital

PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 85A-85A
Author(s):  
Jared V. Goodman ◽  
Amar Shah ◽  
Bryan A. Sisk ◽  
Amanda R. Emke
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Novel Approach ◽  
Approach To Teaching

Knowledge about basic life support in European students

2014 ◽  
Vol 155 (21) ◽  
pp. 833-837 ◽  
Author(s):  
József Marton ◽  
Attila Pandúr ◽  
Emese Pék ◽  
Krisztina Deutsch ◽  
Bálint Bánfai ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
European Countries ◽  
Eastern European ◽  
Knowledge And Skills ◽  
European Students ◽  
Western European ◽  
Eastern European Countries ◽  
European Youth

Introduction: Better knowledge and skills of basic life support can save millions of lives each year in Europe. Aim: The aim of this study was to measure the knowledge about basic life support in European students. Method: From 13 European countries 1527 volunteer participated in the survey. The questionnaire consisted of socio-demographic questions and knowledge regarding basic life support. The maximum possible score was 18. Results: Those participants who had basic life support training earned 11.91 points, while those who had not participated in lifesaving education had 9.6 points (p<0.001). Participants from former socialist Eastern European countries reached 10.13 points, while Western Europeans had average 10.85 points (p<0.001). The best results were detected among the Swedish students, and the worst among the Belgians. Conclusions: Based on the results, there are significant differences in the knowledge about basic life support between students from different European countries. Western European youth, and those who were trained had better performance. Orv. Hetil., 2014, 155(21), 833–837.

Basic life support interventions for choking

2005 ◽  
Author(s):  
RM Oates-Whitehead ◽  
I Maconochie ◽  
A Oates ◽  
M Stewart ◽  
S Patel ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

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