Basic Life Support Training for undergraduate nursing students: An integrative review

• Published in: Nurse education in practice 2021-01, Vol.50, p.102957-102957, Article 102957
• Main Authors: Dick-Smith, Felicity, Power, Tamara, Martinez-Maldonado, Roberto, Elliott, Doug
• Format: Article
• Language: English
• Subjects: Acquisition; Basic life support; Basic life support skills; Cardiopulmonary resuscitation; Cardiopulmonary Resuscitation - education; Checklists; Clinical Competence; Clinical skills; Clinical training; Computer simulation; CPR; Data Analysis; Data collection; Design; Education, Nursing, Baccalaureate; Educational Measurement; Educational Practices; Humans; Independent study; Integrative review; Intervention; Knowledge; Life sustaining treatment; Medical education; Multiple choice; Nurses; Nursing; Nursing education; Nursing Students; Practice placements; Research Methodology; Resuscitation training; Self-efficacy; Selfdirected learning; Simulation; Skill development; Skills; Students; Students, Nursing; Teaching; Teaching Methods; Vital signs
• ISSN: 1471-5953; 1873-5223
• DOI: 10.1016/j.nepr.2020.102957

The aim of this review was to identify the role of basic life support training interventions in international undergraduate nursing education, that support optimal acquisition and retention of knowledge, psychomotor skills and resuscitation self-efficacy. Twenty-four articles were identified and analysed using an integrative review approach. Studies were reviewed for quality using a Critical Appraisal Skills Programme checklist. Common objective and standardised methods of basic life support education practice were identified: instructor led, simulation experiences, self-directed learning, skills training combined with clinical practicum, and computer-based training. Evaluation of competency was collected primarily from multiple-choice questionnaires or researcher-designed checklists, with a lack of objective performance data noted. Importantly, current teaching approaches do not guarantee acquisition or retention of basic life support skills. Objective feedback from technologies supporting cardiopulmonary resuscitation training may be useful in acquisition and retention of psychomotor skills, and therefore requires further exploration. Development of robust, psychometrically sound instruments are needed to accurately and consistently measure nursing students' skills performance. •Traditional learning modes for CPR content does not support knowledge retention.•Studies report poor CPR skills by students, despite completion of BLS certification.•Emerging evidence supports CPR feedback devices to improve BLS skill acquisition.