ABSTRACT
In an investigation into the retention of advanced cardiac life support (ACLS) knowledge over time, the authors found that ACLS scores significantly decreased for a subgroup of a sample of 40 RNs employed in critical care areas in the first year after certification. Several variables that influenced scores were identified. Recommendations for inservice educators include reconstructing the ways in which ACLS courses are taught, conducting mock mega code scenarios every 6 months, constructing mega code scenarios that reflect the reality of practice, and routinely conducting refresher courses based on problems identified in a particular group.
Subject(s)
Certification , Critical Care , Education, Nursing, Continuing/organization & administration , Life Support Care , Nursing Staff, Hospital/education , Adult , Educational Measurement , Female , Humans , Male , Middle Aged , Nursing Education Research , Time FactorsABSTRACT
The purpose of this investigation was to explore facets involved in the retention of the cognitive knowledge and psychomotor skills of cardiopulmonary resuscitation (CPR) by 73 RNs from three general hospitals. Data analysis indicated that cognitive knowledge was adequately retained but that skills were not. Product-moment correlation coefficients showed that the number of CPR courses taken, certification as a CPR instructor, the number of years certified, and time since last certification were significantly related to skill scores. Findings prompt questions of appropriateness of the usual certification procedures for hospital-based RNs.
