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Research Team

Building Competency with Blended Learning : A Multi-site Pre-licensure Nursing Education Study with HeartCode™ BLS. Research Team. Marilyn H. Oermann, PhD, RN, FAAN, ANEF Suzan E. Kardong-Edgren, PhD, RN Tamara Odom-Maryon, PhD Yeongmi Ha, MSN

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Research Team

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  1. Building Competency with Blended Learning: A Multi-site Pre-licensure Nursing Education Study with HeartCode™ BLS

  2. Research Team Marilyn H. Oermann, PhD, RN, FAAN, ANEFSuzan E. Kardong-Edgren, PhD, RNTamara Odom-Maryon, PhD Yeongmi Ha, MSN Jacqueline Keegan McColgan, MS, RN, CNEDebbie Hurd, MS, RNNancy Rogers, MA, RNCarol Haus, PhD, RN, CNE Dawn R. Kuerschner, MS, APN, NNP-BC, RNC, CNE Sharon W. Dowdy, PhD, RN Joan Fedor-Bassemier, MSN and other members of research team

  3. Acknowledgements The project was coordinated through the National League for Nursing. Funding was provided by the American Heart Association and Laerdal Medical Corporation.

  4. Need for CPR Skills • Required before clinical experiences • Nurses most likely to find patient in need of CPR • Ability to perform is critical • Patient survival improves with high quality and immediate CPR

  5. Research with student nurses • Madden 2006 in Ireland N=55 Tested after instructor led course Could not pass CPR skill assessment at any point in study Significant skill deterioration at 10 weeks

  6. Video- Self-instruction • Batchellor et al. (2002) findings increased accuracy with ventilations and compressions with video self-instruction • Einspruch et al. (2007) findings CPR retention equal between IL and video course

  7. Voice Activated Manikin (VAM) • Immediate verbal feedback Compress faster Ventilate more slowly

  8. Instructor-led courses • Preset course pace • Instructors cannot accurately assess performance or correct errors • Lynch, Einspruch, Nichol, & Aufderheide (2008) 13 instructors accurately rated ventilations skills but not chest compressions or hand placement

  9. Purpose of this study • Evaluate effectiveness of Heartcode BLS with VAM for nursing students • One arm of larger four arm study

  10. Methods • Experimental design • Schools randomly assigned to IL or Heartcode BLS • 10 programs around the US • Site coordinators trained at WISER Center • Site coordinators could not instruct • Power analysis completed to ensure proper sample size

  11. Site coordinators • Hired instructors • Managed students • Maintained manikins • Managed data • Uploaded data

  12. Heartcode BLS: Part 1 • Computer-based didactic component • Video lessons teach BLS • Case scenarios Student assesses and decides on treatment Patient responds accordingly Adaptive computer cognitive testing

  13. Heartcode BLS Part 1 • Debriefing screens • Must pass with 84% • Students took between 30-75 minutes to complete

  14. Back story • All completed at school for this study • Print completion form with number • Tremendous backups and angst for students, instructors, and faculty • Training site concerns…something new • Instructors wary…

  15. In reality…you can do Part 1 at home…

  16. Heartcode Part 2 • Practice on VAM manikin • Upon cycle completion, practice or test • Must pass psychomotor portion of BLS course

  17. Back story • Baby manikins very difficult • Prior experience folks did not listen • English as Second Language students difficulty • Older, very heavy or very light • Reality is…some cannot do it

  18. Assessment of CPRPsychomotor Skills Post Course Completion • Immediately post certification • Assessed using Laerdal PC Skill Reporting System • 3-minutes each of compressions, ventilations, and single rescuer CPR

  19. Sample

  20. Laerdal PC SkillReporter system • Ongoing logs and study • Monitor display of compression, ventilation, hand compression • Visible to site coordinators • Data uploaded electronically to statistician

  21. Measures • Numbers of ventilations performed correctly Volume between 500-800 ml Inflation flow rate <800 ml/second Airway open during inflation/ventilation • # Compressions performed correctly Depth between 38-51 mm Complete release Correct hand position

  22. Study Findings • Heartcode and VAM students had better CPR skills than students from IL course

  23. Differences between Courses

  24. Heartcode BLS group • More ventilations without errors (p=.03) • More correct compressions (p=.002) • More accuracy with single rescuer CPR (p<.001)

  25. Heartcode with VAM • Significantly more effective • More ventilations, compressions, and singular rescuer CPR without errors than students who had standard IL course

  26. Advantages of Heartcode BLS • Self paced and interactive • Concept review till mastery • Convenience • Case studies for concept application • Extensive debriefing and feedback • Could review throughout nursing program… • Faculty can use!

  27. Disadvantages of Heartcode BLS • Cost? • Use of IL traditionally

  28. Every school needs a VAM

  29. Managing this multi-site study • 14 site coordinators • Managing randomization • Technology rich • Complexity of study and length of time • Use of WIKI to communicate • Discovery of data management system

  30. But wait…there’s more! • Study continues for 12 months • Continuous vs biennial certification • 2 manuscripts in submission… • Stand by…

  31. Questions Suzie Kardong-Edgren PhD, RN sedgren@wsu.edu

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