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Resuscitation training may only be as effective as the instructors, students, and curriculum make it. Instructors need to be thoroughly familiar with Basic Life Support (BLS) and Advanced Cardiac Life Support (ACLS) curriculums. Students need to realize that classroom training merely begins their proficiency in resuscitation. In-hospital procedures for resuscitation should be revised to allow first responders to defibrillate patients for whom resuscitation is appropriate.

The International Liaison Committee on Resuscitation has initiated a continuous review of new, peer-reviewed, published cardiopulmonary resuscitation science. This is the third annual summary of the International Liaison Committee on Resuscitation International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations. It addresses the most recent published resuscitation evidence reviewed by International Liaison Committee on Resuscitation Task Force science experts. This summary addresses the role of cardiac arrest centers and dispatcher-assisted cardiopulmonary resuscitation, the role of extracorporeal cardiopulmonary resuscitation in adults and children, vasopressors in adults, advanced airway interventions in adults and children, targeted temperature management in children after cardiac arrest, initial oxygen concentration during resuscitation of newborns, and interventions for presyncope by first aid providers. Members from 6 International Liaison Committee on Resuscitation task forces have assessed, discussed, and debated the certainty of the evidence on the basis of the Grading of Recommendations, Assessment, Development, and Evaluation criteria, and their statements include consensus treatment recommendations. Insights into the deliberations of the task forces are provided in the Justification and Evidence to Decision Framework Highlights sections. The task forces also listed priority knowledge gaps for further research.

Background:In prelicensure nursing education, there is a need to better understand the roles that simulation and traditional clinical instruction play in the development of clinical competence.Method:A prospective cohort study was conducted across four prelicensure nursing programs. Four undergraduate nursing programs tested an intervention cohort with a redesign of the use of simulation, a redistribution of clinical hours, and an implementation of these new educational approaches into simulation experiences.Results:The final sample consisted of 271 control students and 315 intervention students who were assessed at the end of five clinical courses. There was no significant difference between the control and intervention groups on licensure examination pass rates and no uniform differences in clinical competency.Conclusion:These findings suggest that the redistribution of clinical hours from traditional to simulation did not affect clinical competency or licensure examination results. Such redistributions have the potential to yield comparable results. These findings suggest that the redistribution of clinical hours from traditional to simulation did not affect clinical competency or licensure examination results. Such redistributions have the potential to yield comparable results. [[J Nurs Educ.2019;58(10):561–568.]

Background:To achieve the growth of RN-to-Bachelor of Science in Nursing (BSN) programs in the face of ongoing faculty shortages, many large online RN-to-BSN programs have embraced the use of academic coaches to assist with course delivery.Method:An associational analysis of data collected from academic coaches and their student and faculty evaluators was performed on a sample of academic coaches who were teaching students enrolled in a large online RN-to-BSN program.Results:The multilevel data consisted of 94 coaches who taught in 166 courses. Evaluation data from 12,004 students were captured and connected to each academic coach and course. Overall, the RN-to-BSN coaches received favorable ratings by both instructors and students alike.Conclusion:The use of academic coaches can help to expand capacity while delivering a high-quality educational experience. These results indicate that satisfaction with academic coaches has the potential to be very high, from both the students' and the faculty members' perspectives. [The use of academic coaches can help to expand capacity while delivering a high-quality educational experience. These results indicate that satisfaction with academic coaches has the potential to be very high, from both the students' and the faculty members' perspectives. [J Nurs Educ.2018;57(9):520–525.]

The International Liaison Committee on Resuscitation has initiated a near-continuous review of cardiopulmonary resuscitation science that replaces the previous 5-year cyclic batch-and-queue approach process. This is the first of an annual series of International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations summary articles that will include the cardiopulmonary resuscitation science reviewed by the International Liaison Committee on Resuscitation in the previous year. The review this year includes 5 basic life support and 1 pediatric Consensuses on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations. Each of these includes a summary of the science and its quality based on Grading of Recommendations, Assessment, Development, and Evaluation criteria and treatment recommendations. Insights into the deliberations of the International Liaison Committee on Resuscitation task force members are provided in Values and Preferences sections. Finally, the task force members have prioritized and listed the top 3 knowledge gaps for each population, intervention, comparator, and outcome question.

Background:There is a need to better understand the demographic and academic characteristics of individuals enrolled in online Master of Science in Nursing (MSN) programs.Method:This article reports a retrospective analysis of 4,079 students enrolled in one of three MSN programs: family nurse practitioner (FNP), nurse educator, and nursing administration. Demographic characteristics (i.e., gender, race, age) and academic variables (i.e., academic load, past undergraduate/graduate enrollment at the university) were examined for all enrollees.Results:Students in the MSN programs were younger than the national mean age for RNs, were primarily White, and were enrolled part time. The sample was composed of a disproportionately higher percentage of students from ethnic minority backgrounds than national RN profiles.Conclusion:Study implications indicate that understanding the commonalities, differences, and educational experiences of students in on-campus and online MSN programs is important. The finding that almost 90% of online graduate nursing students enroll as part time has significant financial, family, and career implications. [Study implications indicate that understanding the commonalities, differences, and educational experiences of students in on-campus and online MSN programs is important. The finding that almost 90% of online graduate nursing students enroll as part time has significant financial, family, and career implications. [J Nurs Educ.2017;56(11):670–674.]

Background:To meet the increasing demand for RNs to further their education, many colleges of nursing have developed RN-to-baccalaureate nursing (BSN) programs, many of which are delivered online. A better understanding of the demographic and academic characteristics and outcomes of individuals enrolled in online RN-to-BSN programs is needed.Method:This article reports a retrospective predictive analysis of 9,567 students enrolled in an online RN-to-BSN program. Outcome variables examined were graduation, timely graduation, and discontinuation.Results:Younger students who received financial aid and had a previous baccalaureate degree reflected the demographic profile associated with the highest likelihood of graduating and graduating sooner. Fewer failed and withdrawn courses also predicted graduation and retention.Conclusion:Implications of these findings are that when online programs are designed with persistence in mind, progression to graduation in such programs can be consistent with national benchmarks. The creation of an early identification process for at-risk students would have the potential to enhance educational outcomes even further. [Implications of these findings are that when online programs are designed with persistence in mind, progression to graduation in such programs can be consistent with national benchmarks. The creation of an early identification process for at-risk students would have the potential to enhance educational outcomes even further. [J Nurs Educ.2017;56(9):522–526.]

The Texas Board of Nursing charged a task force with studying the growth of nursing programs and developing a guideline to assist programs with the associated challenges.

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The number and size of RN-to-BSN programs have grown rapidly since the Institute of Medicine’s recommendation that the proportion of registered nurses (RNs) with BSNs be increased to 80% by 2020. Although recognition of the importance of a BSN is welcome, the rapid expansion in the number and size of these programs raises questions about how to define program content and ensure quality in the absence of national benchmarks. Additionally, questions have been raised about what outcomes and competencies should be expected from graduates of these programs. As a source that explicitly outlines expected competencies based on level of nursing education, the Differentiated Essential Competencies of Graduates of Texas Nursing Programs is suggested as a starting place to address these questions. This article describes and recommends a national metric of quality indicators of excellence in RN-to-BSN programs.

Adequate training in cardiopulmonary resuscitation (CPR) and use of an automated external defibrillator (AED) is an important component of a workplace safety training program. Barriers to traditional in-classroom CPR-AED training programs include time away from work to complete training, logistics, learner discomfort over being in a classroom setting, and instructors who include information irrelevant to CPR. This study evaluated differences in CPR skills performance between employees who learned CPR using a self-directed learning (SDL) kit and employees who attended a traditional instructor-led course. The results suggest that the SDL kit yields learning outcomes comparable to those obtained with traditional instructor-led courses and is a more time-efficient tool for CPR-AED training. Furthermore, the SDL kit overcomes many of the barriers that keep individuals from learning CPR and appears to contribute to bystanders' confidently attempting resuscitation.