AP055 Effect of implementation of new 2005 guidelines of cardiopulmonary resuscitation and survival on the number of desfibrillation

Background: There are relatively few data in the literature assessing the best method of teaching adult cardiopulmonary resuscitation (CPR). Methods: We asked nurses to attend one of two CPR educational programs: The first, CardioEducation, comprised 2 hours of essentially theoretical teaching. The second, an Immediate Life-Support (ILS)-type program in agreement with European Resuscitation Council recommendations, comprised 8 hours of essentially practical teaching incorporating role-play. Using a multiple choice quiz, we evaluated cognitive knowledge before, immediately after the educational program, and again two months later. As part of the final evaluation, the volunteers also had to take part in a heart attack role-play. We observed only how CPR was performed during the third period. The results from the two groups were compared. Results: Thirty-two female and male nurses were divided into two groups on a voluntary basis: 12 candidates attended the Cardio Education program and 20 attended the ILS-type program. There were no significant differences in cognitive knowledge between the two groups at any time-point, although after the courses the ILS group tended to perform better. At the end of the course, more of the ILS group performed CPR correctly compared to the CardioEducation group (81.6 vs 38.9%, p<0.001). A limitation of this study is that the groups were not randomized and that CPR was not assessed at the baseline. Conclusions: The pedagogical techniques used in the ILS-type education program gave good results for cognitive knowledge and better results for practical CPR skills than the CardioEducation course. The importance given to role-play may be a significant factor in this type of educational program.