To increase cardiopulmonary arrest survival, the American Heart Association (AHA) developed basic life support (BLS) and advanced cardiac life support (ACLS) courses. Theorist John Dewey believed experience and practice enhanced learning. When students were exposed to realistic learning situations, they retained more knowledge. With application of the Experiential Learning Theory to ACLS courses, the repetitive practice of skills/techniques could theoretically improve retention. This study researched differing instructional methods of ACLS courses, differing only by exposure to enhanced realism in resuscitation scenarios.
This experimental study compared results of two ACLS classes on measures of knowledge (content exam) and resuscitation skills (performance exam). The control group was comprised of 24 physicians, nurses, emergency medical technicians, respiratory therapists, and advanced healthcare providers; the experimental group consisted of 29 similar profession healthcare providers. Both groups completed a demographic survey, pretest, posttest, skills test and two National League of Nursing (NLN) instruments, the Simulation Design Scale and the Student Satisfaction and Self-Confidence in Learning Scale.
Whereas the experimental, high-fidelity simulation group scored higher on the posttest and skills checklist, differences were not statistically significant. Both groups indicated satisfaction with their form of simulation experience and course design (objectives, support, problem solving, guided reflection, and fidelity) on the NLN surveys. Additionally, students' self-confidence to care for a victim of cardiopulmonary arrest was increased after completing their course; profession and work experience had no effect on their responses. A larger difference existed in verbal responses to course satisfaction. The control group thanked the course director and instructors for the experience, but the experimental group adamantly recommended that ACLS should only be taught using high-fidelity simulation.
If saving lives is to be enhanced by improving knowledge acquisition, this study findings may prove efficacious. If the students find comfort in the learning situation and are allowed to practice until they are proficient, they may practice beyond the course, thereby enhancing short- and long-term retention of ACLS techniques.
|School:||University of Northern Colorado|
|School Location:||United States -- Colorado|
|Source:||DAI-B 69/07, Dissertation Abstracts International|
|Subjects:||Health education, Nursing|
|Keywords:||American Heart Association courses, Cardiac life support, Learning, Resuscitation|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be