欧洲儿科生命支持课程结束4个月后的理论知识与技能保持情况

Theoretical knowledge and skill retention 4 months after a European Paediatric Life Support course.

作者信息

Charalampopoulos Dimitrios, Karlis George, Barouxis Dimitrios, Syggelou Angeliki, Mikalli Chryso, Kountouris Demetris, Modestou Naso, Van de Voorde Patrick, Danou Fotini, Iacovidou Nicoletta, Xanthos Theodoros

机构信息

aHellenic Society of Cardiopulmonary Resuscitation bPaediatric Intensive Care Unit, 'Agia Sofia' Children's Hospital c2nd Department of Paediatrics, 'P & A Kyriakou' Children's Hospital d2nd Department of Internal Medicine, Sismanoglio General Hospital eMedical School, University of Athens, Athens, Greece fPaediatric Intensive Care Unit, 'Makarios' Hospital, Nicosia, Cyprus gPaediatric Intensive Care Unit, Ghent University Hospital, Ghent, Belgium.

出版信息

Eur J Emerg Med. 2016 Feb;23(1):56-60. doi: 10.1097/MEJ.0000000000000208.

DOI:10.1097/MEJ.0000000000000208

PMID:25222425

Abstract

OBJECTIVE

The European Paediatric Life Support (EPLS) provider course aims at training doctors and nurses in the efficient and prompt management of cardiopulmonary arrest in children. EPLS is a 2-day European Resuscitation Council course, involving the teaching of theoretical knowledge and practical skills. The aim of the study was to evaluate the retention of theoretical knowledge and certain skills of EPLS providers 4 months after the course.

MATERIALS AND METHODS

In total, 80 doctors and nurses who attended three EPLS provider courses, from May 2012 to December 2012, were asked to participate in the study and only 50 responded positively. Demographic data (age, sex, occupation) of the participants were collected. The European Resuscitation Council-approved EPLS written test was used to assess theoretical knowledge right after the course and after 4 months. The retention of certain skills (airway opening, bag-mask ventilation, chest compressions) was also examined.

RESULTS

The theoretical knowledge decreased significantly (P<0.001) 4 months after the course. Age, sex and occupational status (medical or nursing profession) had no effect in theoretical knowledge retention. Interestingly, certain skills such as the application of airway opening manoeuvres and effective bag-mask ventilation were retained 4 months after the course, whereas chest compression skill retention significantly declined (P=0.012).

CONCLUSION

According to our findings, theoretical knowledge of the EPLS course uniformly declines, irrespective of the provider characteristics, whereas retention of certain skills is evident 4 months after the course.

摘要

目的

欧洲儿科生命支持（EPLS）提供者课程旨在培训医生和护士对儿童心肺骤停进行高效、迅速的管理。EPLS是一门为期两天的欧洲复苏委员会课程，涵盖理论知识和实践技能的教学。本研究的目的是评估EPLS提供者在课程结束4个月后对理论知识和某些技能的掌握情况。

材料与方法

2012年5月至2012年12月期间参加了三期EPLS提供者课程的80名医生和护士被邀请参与本研究，只有50人积极响应。收集了参与者的人口统计学数据（年龄、性别、职业）。课程结束后立即以及4个月后，使用欧洲复苏委员会认可的EPLS笔试来评估理论知识。还检查了某些技能（开放气道、面罩通气、胸外按压）的掌握情况。