对中学生进行心肺复苏技能培训的方法与效果

目的探讨对中学生进行心肺复苏知识和技能培训的方法及意义。方法采用多种培训形式相结合的方法对不同年级的200名中学生进行心肺复苏技能培训,在培训前后对中学生心肺复苏知识和技能进行测评。结果200名中学生普遍缺乏心肺复苏知识和技能,通过培训,心肺复苏理论知识考核合格率从培训前7％上升到94．5％,差异有统计学意义（P〈0．05）;心肺复苏操作考核合格率达100％;低年级与高年级的中学生培训后心肺复苏技能考核首次合格率比较,差异无统计学意义（P〉0．05）。结论中学生心肺复苏知识普遍缺乏,建议从初中生抓起,将急救知识及技能纳入九年义务教育课程体系,合适的培训方法能有效地提高中学生心肺复苏技能,同时,争取行政支持,学校与医院联合培训是普及中学生心肺复苏技能的有效途径。     

在职医护人员徒手心肺复苏技能培训效果分析

目的:了解在职医护人员徒手心肺复苏(CPR)技能的掌握情况及存在的问题,探讨CPR模拟培训的作用.方法:于2008年和2009年连续2年将全院符合条件的在职医护人员分成急诊科组和非急诊科组,两组均进行相同的理论学习、模拟培训和操作考核.将每年培训前后的总合格率和每组平均分分别作统计分析.结果:2008年和2009年培训前CPR操作总合格率分别为39.8%和40.5%,培训后总合格率分别为85.4%和85.0%(P均<0.01);急诊科组2008年和2009年培训前成绩分别为90.5分和91.2分,培训后为91.5分和92.9分,均较培训前无显著统计学差异(P>0.05).非急诊科组2008年和2009年培训前平均成绩分别为61.5分和59.5分,培训后为86.5分和89.5分,均较培训前有显著统计学差异(P<0.05).结论:我国在职医护人员CPR合格率低,模拟培训仅短期有效,要真正掌握CPR技能还必须多次强化、反复训练.     

护理人员心肺复苏技能培训方法及效果

目的:探讨护理人员心肺复苏技能培训的方法及效果。方法:按照2010美国心脏协会心肺复苏指南,采用边看边练的培训模式,分解细化操作步骤,注重细节培训,提高培训效果。结果:护理人员在评估技能、气道开放、口对口人工呼吸、呼吸球囊人工通气、胸外按压能力等方面均有所提高,而护士心电图基础普遍较差,未能有效识别心律失常。结论:采用边看边练的培训方法,可有效提高护理人员心肺复苏技能培训的效果。     

护理人员心肺复苏技能培训的研究进展

心肺复苏（cardiopulmonary resusci-tation,CPR）是对心搏、呼吸骤停的患者采用人工方法建立和恢复循环、呼吸功能,它包括开放气道、人工呼吸、胸外心脏按压和早期电除颤,以及药物治疗等。临床工作中,在大部分情况下,护理人员是发现患者发生心搏、呼吸骤停的第一目击者,其迅速、准确地判断及实施CPR是非常必要的。     

TRAD授课模式在中学生进行心肺复苏培训的应用效果

目的:探讨TRAD授课模式在中学生进行心肺复苏(CPR)培训的应用效果.方法:选取2020年3月-2021年3月广州市增城区两所中学的同年级中学生1000人为研究对象,随机分为对照组和实验组各500人,分别按常规培训和联合TRAD授课模式,比较两组理论和实操成绩、心肺复苏相关知识知晓率、自主学习能力.结果:与对照组比较...     

培训警务人员心肺复苏技能的方法及意义

目的探讨对警务人员进行心肺复苏知识和技能培训的方法和意义。方法采用问卷调查与培训相结合的方式,对不同警种的91名警务人员进行心肺复苏知识和技能的调查培训。结果培训前91名警务人员普遍缺乏心肺复苏知识和技能;通过培训,理论考核合格率从培训前的13.19%上升到94.51%,差异有显著性意义(P<0.01),心肺复苏操作考核合格率达100%。结论医院培训是提高警务人员心肺复苏知识与技能的一种有效方法;拓展了护理工作的服务领域,为护士走进社区普及急救知识和技能奠定了基础。     

社区公众心肺复苏知识和技能培训效果分析

目的:观察对社区公众心肺复苏知识和技能培训的效果。方法:采用问卷法对深圳市龙岗区1562名社区公众心肺复苏急救知识进行调查,然后现场进行心肺复苏知识培训,并对其中120人培训前后进行单人徒手心肺复苏术操作考核评估。结果:培训后社区公众心肺复苏急救知识知晓率、单人徒手心肺复苏术评分、及格率均高于培训前(P<0.05)。结论:以社区为单位开展心肺复苏急救知识培训,对社区公众掌握一定的急救技能及提高应急能力有较好的效果。     

院内医务人员心肺复苏知识与技能培训效果分析

目的探讨院内医务人员心肺复苏（CPR）知识与技能培训的效果和意义。方法对我院新分配护士、在职护士和医生分3组分批集中规范CPR培训,然后对考核成绩进行对照分析。结果培训前后各组成绩有显著差异。结论通过院内培训,医务人员CPR知识和技能得到全面提高,使CPR更有效地应用于临床,以提高心跳呼吸骤停病人的抢救成功率。     

对工厂工人进行心肺复苏技能培训的方法及效果评价

目的探讨对工厂工人进行心肺复苏知识和技能培训的方法及其效果。方法采用多种培训形式相结合的方法对不同工厂426名工人进行心肺复苏技能培训，对培训前后工人进行心肺复苏知识测评。结果培训前426名工人普遍缺乏心肺复苏技能，通过培训，心肺复苏操作考核合格率从培训前的9．6％提高到91．3％，差异有统计学意义（P〈0．01）。结论工厂工人普遍缺乏心肺复苏知识，运用合适的培训方法能有效提高工人心肺复苏技能。针对我国国情，医院培训是普及心肺复苏技能的理想场所。     

社区居民心肺复苏技能操作培训的现状及启示

通过归纳国内外居民心肺复苏知识培训的相关政策,阐述了国内外关于急救知识培训的相关政策及居民心肺复苏术的培训现状。通过比较国内外居民心肺复苏培训的差异,提出了对我国心肺复苏培训的启示,并指出了未来心肺复苏培训的研究方向。     

上海市初中生学习适应性的调查

目的:了解上海市初中生学习适应性的总体情况,分析性别、年级、父母文化水平等因素对学习适应性的影响。方法:采用学习适应量表(上海版)对上海市区怒江中学、樱花中学、长征中学、上海第四中学、位育初级中学和华师第一附属中学6所中学初一、初二、初三年级学生进行调查,共发放调查问卷786份。全量表共60道题,常模T分数是以50为均数,10为标准差,把低于1个标准差定义为学习适应较差,高于1个标准差定义为学习适应良好,-1～1个标准差之间定义为学习适应一般。结果:共发放调查问卷786份,收回有效问卷745份。大多数中学生的学习适应性发展正常,有507名(68.1%)初中生的学习适应性一般,学习适应较好(包括优秀和良好)的学生有79名(11.5%);另有159名的中学生学习适应性不良(包括较差和差)(21.3%)。从各分量表上学习适应不良的来看,当前初中生的学习适应不良依次是学习态度、学习方法、学习习惯、身心适应和学习环境。在学习适应不良的159名学生中,男生为65%,女生为35%;初一学生占19%,初二学生占37%,初三占44%。父母文化水平与学习适应性全量表之间存在着显著的相关(r=0.201,0.154,P<0.05)。结论:当前初中生的学习适应性情况不容乐观,尤其在学习态度和学习方法上适应不良的情况最为严重,需要引起老师、家长和学生的关注。     

高仿真模拟人在大学生心肺复苏术培训中的应用效果研究

[目的]评价高仿真模拟人在大学生心肺复苏术培训中的应用效果。[方法]对113名非医学专业大一本科生进行心肺复苏教学,随机分为实验组(高仿真模拟人)56名和对照组(传统模拟人)57名,培训结束即刻和1个月后进行理论和操作测试,并用视觉模拟评分(VAS)评估急救自信心和教学满意度。[结果]培训结束即刻,两组理论成绩相近,但是实验组胸外按压(t=30.49,P0.01)和人工呼吸(t=14.97,P0.01)成绩明显优于对照组,此外,实验组学生表现出更强的急救信心(t=30.49,P0.01),且对教学效果更为满意(t=13.23,P0.01),1个月后实验组理论知识和人工呼吸技能保留较好,而对照组理论和操作成绩均下降显著。[结论]采用高仿真模拟人进行大学生心肺复苏术教学培训可有效提高学生操作能力。     

The effect of time since training on house officers' retention of cardiopulmonary resuscitation skills

Currently, the American Heart Association (AHA) recommends that physicians be certified in cardiopulmonary resuscitation (CPR) every two years. This study was undertaken to determine the effects of time since training on retention of CPR skills of physicians and to identify at what point performance deteriorates to a level requiring retraining with supervised practice. The physicians' performance of CPR one year or less after training was compared with that of more than one year after training. Thirty-three medical residents who had been taught CPR by the same instructor were tested without warning for one-person CPR on a recording mannikin. Performance was evaluated according to AHA Heartsaver criteria. The data were analyzed by organizing all CPR steps or behavioral objectives into three categories: assessment, skills (which included ventilation and compression), and sequence (which included calls for assistance). The data suggest that the knowledge of CPR sequence remains stable and that assessment improves while skill performance deteriorates after one year. This apparent contradiction in overall CPR performance may relate to the effect of experience. Assessment may improve because of involvement in actual resuscitations in the hospital. Deterioration of skills may reflect the fact that senior residents do not actually perform CPR, but become team leaders and thereby lose their skills, or that poor performance is not corrected in actual "code" situations. If a two-year certification standard is maintained, CPR skill testing at least every 12 months should be considered. If skills have deteriorated, hands-on-practice should be undertaken at that time.     

本科护生施行成人心肺复苏术训练成效的研究

目的对本科护生施行成人心肺复苏术（Cardiopulmonary Resuscitation，CPR）训练成效进行了研究，试图找出多数护生操作中易犯的错误，为今后CPR教学改革提供参考。方法以安妮电子模拟人为工具，对54．g实习期本科护生进行CPR考核与训练。考核标准依据美国心脏学会（AHA）公布的准则。结果本科护生对在校学习过CPR基本遗忘，通过强化训练，技能达成率有较大提高。训练中“开放气道”“每次吹气使胸廓抬高”“心脏按压幅度”等操作是难点。结论更新教材、采用功能先进的模拟人定期强化训练，并对难点技能进行重点教学是提高护生CPR操作成效的关键。     

提高实习护生心肺复苏技能的教学方法探讨

<正>心肺复苏(cardiopulmonary resuscitation,CPR)是急诊医学的重要内容之一,及时有效的心肺复苏救治可明显提高复苏成功率并能最大程度保护脏器功能,大大降低病死率。心肺复苏术是医务人员必须掌握的急救技能之一。在临床教学中,应     

临床护士心肺复苏培训技能保留的研究

[目的]研究临床护士心肺复苏(CPR)技能保留情况,寻找最佳的再培训时间间隔.[方法]抽取3所三级甲等医院的内科、外科和急诊科在职临床护士162名,分别采用传统讲授练习(A组)、多媒体指导练习(B组)和自我指导练习(C组)法进行培训,测试培训前、培训后立即、培训后3个月和培训后6个月成人单人CPR操作成绩,并进行不同阶段的比较.[结果]3组培训后CPR技能保留显著提高(P＜0.01);但在培训后3个月和培训后6个月时技能保留明显下降(P＜0.01),A组、C组在培训后3个月时不能实施有效CPR,B组培训后接近6个月时不能实施有效CPR.[结论]采用传统讲授练习和自我指导练习方法对临床护士进行CPR技能培训应在培训后3个月时即开始再培训;采用多媒体指导练习方法的再培训时间不宜超过培训后6个月.     

The attitudes of Japanese high school students toward cardiopulmonary resuscitation

BACKGROUND AND OBJECTIVES: It is essential to have a clear understanding of the present condition of cardiopulmonary resuscitation (CPR) training courses and the associated problems. The present study was performed to identify the current conditions of CPR training in Japanese high schools and the attitudes of students toward CPR. METHODS AND RESULTS: We distributed a questionnaire study to the students of 12 cooperating high schools regarding their willingness to perform CPR in 5 hypothetical scenarios of cardiopulmonary arrest: a stranger, a trauma patient, a child, an elderly person, and a relative. Between February and March 2006, a total of 3316 questionnaires were completed. Across all scenarios, only 27% of respondents from general high schools reported willingness to perform chest compression (CC) plus mouth-to-mouth ventilation (MMV), and 31% reported willingness to perform CC alone. Fifty-nine percent of students had previous CPR training, and only 35% were willing to perform CC plus MMV. Most of the respondents who reported that they would decline to perform full CPR, stated that poor knowledge and/or fear of incomplete performance of CPR were deciding factors. CONCLUSIONS: Japanese high school students are reluctant to perform CC plus MMV, despite having received training. The present educational system in Japan has limitations in encouraging high school students to perform CC plus MMV.     

The effectiveness of repeated cardiopulmonary resuscitation training in a school population

At the end of a study program, evaluating the feasibility and the effectiveness of a unique training session on a school population, the majority of the students were asking for additional training opportunities. We therefore set up the present study with the purpose of evaluating skills, knowledge and attitude concerning CPR, after respectively one and two training sessions. 265 students from 4 different school levels were trained. 6 months later 134 answered a questionnaire and were again trained in CPR, 129 students answered the same questionnaire and were tested for their skills in CPR. Ten months later 75 students who had two training sessions answered again the questionnaire and 65 among them were tested for their skills. The two training sessions were identical, given by lay teachers priorly instructed in CPR, and consisted of a video-program and practical demonstration, followed by individual practice on training manikins. Both training sessions lasted 100 min. Evaluation of skills was performed by emergency physicians not involved in the training. Seventeen different items, representing each step in CPR were scored. Repeated training induces significant improvement of total skill scoring, without significant difference between boys and girls, but with improvement of scoring with class level. When looking at the different steps, the improvement in scoring is most impressive in certain steps which scored poorly after one training session, such as backward tilt of the head, a keystone in CPR. The steps concerning mouth-to-mouth breathing and external thoracic compressions reach, 10 months after the second training, an average of 1.6 out of 2 (80% correct) as compared to 1.44 out of 2 (71.9% correct) after one training. Knowledge concerning CPR does not increase significantly after the second training session. The time lapse of 10 months since the second training session may have played a role, although the methodology excluding interactive instruction may also explain this discrepancy. The influence on attitude shows that fear to apply CPR increased significantly after one training session and does not significantly lower after the second training. This attitude seems to be rather person-linked, for no correlation was found with age, theoretical knowledge or practical skill scoring. We have no way of knowing whether the statement concerning fear to apply CPR will correspond with such an attitude when confronted with a concrete emergency situation.     

中学校园普及心肺复苏的重要性研究

目的：通过心肺复苏（CPR）培训教育使中学生对心搏骤停者做出迅速反应,完成现场CPR急救,提高CPR知识的普及范围。方法：采用急救知识进校园的现场培训方式,以2010年颁布的新版心肺复苏指南为教材,开展多媒体讲座和现场操作示范教学培训活动,理论和操作相结合,特别注重培养学生的实际动手操作能力,使受训学生学会院前急救知识。结果：培训结束时进行考核,接受培训的学生一次通过考核合格率为98.4%。结论：现代心肺复苏术是最为简单有效、易于学习、易于掌握的救命技术,急救培训是向公众普及急救知识的一个好方法,具有可行性,通过对中学生进行CPR培训,进一步在公众中推广CPR急救知识和技能。