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• There is a large variability in the type and number of clinical hours in prelicensure nursing education. • This descriptive comparison study identified a wide range of traditional clinical and simulation hours across four prelicensure nursing programs and found no differences in licensure exam performance. • Higher numbers of clinical hours are not necessarily associated with better outcomes; a focus on best-practices of simulation and clinical instruction might be more informative than a singular focus on clinical hour quantities. In pre-licensure nursing education, there is no agreement as to the type, quantity and quality of clinical experiences that are necessary to produce a competent graduate. A descriptive comparative study was conducted across four pre-licensure nursing programs to identify numbers of clinical and simulation hours within targeted clinical courses. Two Associate Degree (ADN) and two Bachelor of Science (BSN) nursing programs participated. The final sample consisted of 271 students. Large variabilities in the number of clinical and simulation hours were identified across the four programs. Licensure exam pass rates differed by the individual programs, but there were no significant differences between the ADN and BSN programs on pass rates. These findings suggest that prelicensure nursing programs' licensure examination results were not commensurate with clinical hours. Future programmatic decisions regarding clinical requirements should be based on empirical evidence instead of sheer quantity of hours. [ABSTRACT FROM AUTHOR]

This 2020 International Consensus on Cardiopulmonary Resuscitation (CPR) and Emergency Cardiovascular Care Science With Treatment Recommendations on basic life support summarizes evidence evaluations performed for 20 topics that were prioritized by the Basic Life Support Task Force of the International Liaison Committee on Resuscitation. The evidence reviews include 16 systematic reviews, 3 scoping reviews, and 1 evidence update. Per agreement within the International Liaison Committee on Resuscitation, new or revised treatment recommendations were only made after a systematic review. Systematic reviews were performed for the following topics: dispatch diagnosis of cardiac arrest, use of a firm surface for CPR, sequence for starting CPR (compressions-airway-breaths versus airway-breaths-compressions), CPR before calling for help, duration of CPR cycles, hand position during compressions, rhythm check timing, feedback for CPR quality, alternative techniques, public access automated external defibrillator programs, analysis of rhythm during chest compressions, CPR before defibrillation, removal of foreign-body airway obstruction, resuscitation care for suspected opioid-associated emergencies, drowning, and harm from CPR to victims not in cardiac arrest. The topics that resulted in the most extensive task force discussions included CPR during transport, CPR before calling for help, resuscitation care for suspected opioid-associated emergencies, feedback for CPR quality, and analysis of rhythm during chest compressions. After discussion of the scoping reviews and the evidence update, the task force prioritized several topics for new systematic reviews. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify academic and demographic characteristics of master's-level nursing students that predict successful program completion in face-to-face and online master's of science in nursing (MSN) programs. In addition, information was sought regarding online MSN students' retrospective appraisals of their program experience. This article reports survey results of 125 former students enrolled in 1 of 3 MSN programs: Family Nurse Practitioner, Nurse Educator, and Nursing Administration. Survey data collected included appraisals of quality, rigor, and preparation. The final survey sample included 125 respondents, of whom 92 were formerly enrolled in an online MSN program and 33 in an in-seat MSN program. Online and in-seat students did not significantly differ on any demographic or academic variables, nor the likelihood of graduation or discontinuation. Significant predictors of graduation included lower numbers of withdrawn classes and higher numbers of dropped classes. Program graduates reported moderate levels of confidence in their expanded career roles and moderate levels of certification examination preparation. Understanding the association between dropped classes, withdrawn classes, and persistence in MSN programs can assist academic program leaders to develop strategies to help their students to be successful. Identifying personal characteristics, situational variables, and academic factors that characterize persistence and predict graduation in MSN students is an area of study that requires further research. [ABSTRACT FROM AUTHOR]

Colleges of nursing are challenged to identify innovative, efficient, and effective mechanisms to expand enrollme nt in prelicensure programs. This objective of this project was to identify whether a prelicensure nursing program that is both accelerated and on-line is as effective as a traditional face-to-face program, in terms of graduation rates and National Council Licensure Exam pass rates. This analysis of 1,064 students compared demographic and outcomes data between students in a state university's college of nursing who were enrolled in an accelerated, fully on-line bachelors of science in nursing (BSN) program and the traditional on-campus BSN program. Students significantly differed in their ethnicity, level of prior education, and graduation rates (95% vs. 89.3%). First-time National Council Licensure Exam pass rates for both groups did not significantly differ (92.5% vs. 94.5%). Results indicate that an accelerated on-line BSN program can overcome factors known to limit capacity expansion in schools of nursing and produce high-quality student outcomes. [ABSTRACT FROM AUTHOR]

Despite their proliferation, little is known about how registered nurse--to--bachelor of science in nursing (RN-to-BSN) students enrolled in on-line programs compare to those in on-campus programs. This article reports on a comparative analysis of 3,802 students (332 on-campus, 3,470 on-line) conducted to better understand characteristics and educational outcomes of individuals who select on-line learning options. Programs were compared for student demographic characteristics (gender, race, age, and prior degree status) and outcome variables (progression to graduation and time to completion). Students in the on-line program were significantly older than on-campus students, and significantly more Caucasian/White students were in the on-line program. There were no significant differences in gender between groups. Among only those students who had already graduated, on-campus students took significantly less time to graduate than on-line students and had a higher graduation rate. However, the rate of program discontinuation was similar in both groups, and most on-line students who had not graduated were still progressing in the program. Implications of these findings are that students enrolled in an on-line RN-to-BSN program specifically designed to provide them with flexible 5-week terms and substantive student supports can have similar educational outcomes. [ABSTRACT FROM AUTHOR]

• Nurses trained with simulation benefit by maintaining their TTM knowledge longer. • Simulation training resulted in the immediate improvement in the TTM skills. • Nurses in the simulation group were more satisfied with their TTM training. Targeted temperature management (TTM) is recommended for cardiac arrest patients. Successful implementation of a TTM protocol depends on the nurses' knowledge and skills. The study's aim was to compare the level of knowledge, psychomotor skills, confidence and satisfaction before, immediately after and at 6 weeks after training nurses on the delivery of TTM with video lecture versus video lecture and high fidelity simulation. Demographic variables were compared across treatment groups using t-tests and Chi-square tests. Change over 6 weeks after intervention was tested with mixed effects model. Fifty-two registered nurses were enrolled. Knowledge test scores, the primary outcome, did not differ between the groups immediately after the training (beta = 3.80, SE = 3.47, p =.27), but there was a strong trend 6 weeks after the training in favor of simulation (beta = 7.93, SE = 3.88, p =.04). Skills were significantly better immediately after the training in the simulation group, but no different 6 weeks later. No difference in confidence was found at either post-test point. Simulation-trained nurses were more satisfied with their training at both post-testing points. In this study of training approaches to TTM after cardiac arrest, nurses trained with video lecture and high fidelity simulation benefitted from this approach by maintaining their TTM knowledge longer. [ABSTRACT FROM AUTHOR]

Abstract: Background: Computer-based microsimulation provides opportunities to interactively learn critical skills in a relatively risk-free environment, but there has been little study of its usefulness in nursing education. Method: In a comparison group design with random assignment, 78 undergraduate pediatric nursing students learned concepts of airway management via lecture or via Laerdal''s MicroSim®. A week later, all participated in a bronchiolitis simulation. Written exam questions (four on end-of-unit examination at 2 weeks and two on end-of-course examination at 2 months postinitial learning) assessed knowledge acquisition. At 3 weeks postinitial learning, all students completed a severe asthma MicroSim (scores assessed knowledge transfer). An end-of-course survey evaluated learner receptivity to microsimulation. Results/Conclusions: Exam scores and learner receptivity to microsimulation were similar for both learning approaches. MicroSim learners had better knowledge transfer scores (first attempt) although lecture learners spent significantly more time interacting with the severe asthma MicroSim. MicroSim actively engages learners and, in this study, yielded learning outcomes equivalent to those achieved with lecture. [Copyright &y& Elsevier]

Aim: To understand whether the science to date has focused on single or multiple chest compression components and identify the evidence related to chest compression components to determine the need for a full systematic review.Methods: This review was undertaken by members of the International Liaison Committee on Resuscitation and guided by a specific methodological framework and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR). Studies were eligible for inclusion if they were peer-reviewed human studies that examined the effect of different chest compression depths or rates, or chest wall or leaning, on physiological or clinical outcomes. The databases searched were MEDLINE complete, Embase, and Cochrane.Results: Twenty-two clinical studies were included in this review: five observational studies involving 879 patients examined both chest compression rate and depth; eight studies involving 14,285 patients examined chest compression rate only; seven studies involving 12001 patients examined chest compression depth only, and two studies involving 1848 patients examined chest wall recoil. No studies were identified that examined chest wall leaning. Three studies reported an inverse relationship between chest compression rate and depth.Conclusion: This scoping review did not identify sufficient new evidence that would justify conducting new systematic reviews or reconsideration of current resuscitation guidelines. This scoping review does highlight significant gaps in the research evidence related to chest compression components, namely a lack of high-level evidence, paucity of studies of in-hospital cardiac arrest, and failure to account for the possibility of interactions between chest compression components. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Abstract: Objective: Advanced life support (ALS) guidelines are widely adopted for healthcare provider training with recommendations for retraining every two years or longer. This systematic review studies the retention of adult ALS knowledge and skills following completion of an ALS course in healthcare providers. Methods: We retrieved original articles using Medline, CINAHL, Cochrane Library, and PubMed, and reviewed reference citations to identify additional studies. We extracted data from included articles using a structured approach and organized outcomes by evaluation method, and knowledge and skills retention. Results: Among 336 articles retrieved, 11 papers were included. Most studies used multiple-choice questionnaires to evaluate knowledge retention and cardiac arrest simulation or other skills tests to evaluate skills retention. All studies reported variable rates of knowledge or skills deterioration over time, from 6 weeks to 2 years after training. Two studies noted retention of knowledge at 18 months and up to 2 years, and one reported skills retention at 3 months. Clinical experience, either prior to or after the courses, has a positive impact on retention of knowledge and skills. Conclusion: There is a lack of large well-designed studies examining the retention of adult ALS knowledge and skills in healthcare providers. The available evidence suggests that ALS knowledge and skills decay by 6 months to 1 year after training and that skills decay faster than knowledge. Additional studies are needed to help provide evidence-based recommendations for assessment of current knowledge and skills and need for refresher training to maximize maintenance of ALS competency. [Copyright &y& Elsevier]