A new tool to assess patients' comfort during hospitalization: The Hospital Discomfort Risk questionnaire.

AIM: We aimed to develop a tool for the assessment of the risk of patient discomfort in Spanish hospital wards. BACKGROUND: Several studies described tools to assess comfort but most are long and complex. METHODS: Cross-sectional study performed in three phases ((a) initial design; (b) refinement and psychometric testing; and (c) internal validation of the Hospital Discomfort Risk [HDR] questionnaire). RESULTS: A voluntary expert panel proposed the HDR questionnaire. Internal consistency and factorial analysis were investigated in 270 (53.7% men, mean age 57.33 ± 18.7 years) inpatients. Based on the Cronbach's α, three items were removed to the final 8-item version of the questionnaire. The HDR questionnaire showed a good predictive ability for identifying the risk of discomfort (c-index: .897, 95% CI 0.854-0.930; p < .001). CONCLUSIONS: The HDR questionnaire could be useful for identifying inpatients at risk of discomfort, but further prospective studies should externally validate these results. IMPLICATIONS IN NURSING MANAGEMENT: Nurses are the healthcare professionals with better access to patients and the first in identifying complications of hospitalization. Patients' discomfort could be routinely assessed during hospitalizations using the HDR questionnaire. Nurse managers should play an important role in this accomplishment, by promoting its use and knowledge among the nurse staff.

La realidad virtual como método de enseñanza de la reanimación cardiopulmonar: un estudio aleatorizado / Virtual reality in cardiopulmonary resuscitation training: a randomized trial

Objetivos: Analizar la eficacia de la realidad virtual (RV) en la formación en reanimación cardiopulmonar (RCP). Método: Estudio experimental, analítico, transversal para analizar el aprendizaje en RCP a través de la RV, en el que los participantes fueron asignados aleatoriamente en grupo control (GC) y grupo RV (GRV). Resultados: La nota del test fue de GRV fue 9,28 (DE 0,91) y el de GC 7,78 (DE 1,63) [diferencia de medias 1,49 (IC95% 0,96-2,02), p < 0,001]. El ritmo medio de las compresiones fue 97,5 (DE 9,7) compresiones/min para el GRV y 80,9 (DE 7,7) compresiones/min para el GC [diferencia de medias 16,6 (IC95% 15,0-18,2), p = 0,003]. La profundidad media fue 34,0 (DE 6,5) mm para el GRV y 27,3 (DE 4,9) mm para el GC [diferencia de medias 6,7 (IC95% 5,77,8), p < 0,001]. Conclusión: La RV es un método de enseñanza de RCP capaz de mejorar los conocimientos teóricos y habilidades prácticas

Objective: To assess the efficacy of virtual reality (VR) in cardiopulmonary resuscitation (CPR) training. Method: Experimental, analytic, cross-sectional study of a CPR training method using VR. Participants were randomly assigned to train in a control group or a VR group. Results: The mean (SD) scores on a scale of 10 after training were 9.28 (0.91) in the VR group and 7.78 (1.63) in the control group, for a mean difference of 1.49 (95% CI, 0.96-2.02; P<.001). The VR group achieved a mean of 97.5 (9.7) compressions/min, versus 80.9 (7.7) compressions/min in the control group, for a mean difference of 16.6 compressions/min (95% CI, 15.0-18.2; P=.003). The mean compression depth in the VR group was 34.0 (6.5) mm, versus 27.9 (4.9) mm in the control group, for a mean difference of 6.7 (95% CI, 5.7-7.8; P<.001). Conclusion: Training with VR can improve CPR theoretical knowledge and practical skills

Virtual reality in cardiopulmonary resuscitation training: a randomized trial. / La realidad virtual como método de enseñanza de la reanimación cardiopulmonar: un estudio aleatorizado.

OBJECTIVES: To assess the efficacy of virtual reality (VR) in cardiopulmonary resuscitation (CPR) training. MATERIAL AND METHODS: Experimental, analytic, cross-sectional study of a CPR training method using VR. Participants were randomly assigned to train in a control group or a VR group. RESULTS: The mean (SD) scores on a scale of 10 after training were 9.28 (0.91) in the VR group and 7.78 (1.63) in the control group, for a mean difference of 1.49 (95% CI, 0.96-2.02; P<.001). The VR group achieved a mean of 97.5 (9.7) compressions/min, versus 80.9 (7.7) compressions/min in the control group, for a mean difference of 16.6 compressions/min (95% CI, 15.0-18.2; P=.003). The mean compression depth in the VR group was 34.0 (6.5) mm, versus 27.9 (4.9) mm in the control group, for a mean difference of 6.7 (95% CI, 5.7-7.8; P<.001). CONCLUSION: Training with VR can improve CPR theoretical knowledge and practical skills.

OBJETIVO: Analizar la eficacia de la realidad virtual (RV) en la formación en reanimación cardiopulmonar (RCP). METODO: Estudio experimental, analítico, transversal para analizar el aprendizaje en RCP a través de la RV, en el que los participantes fueron asignados aleatoriamente en grupo control (GC) y grupo RV (GRV). RESULTADOS: La nota del test fue de GRV fue 9,28 (DE 0,91) y el de GC 7,78 (DE 1,63) [diferencia de medias 1,49 (IC95% 0,96-2,02), p < 0,001]. El ritmo medio de las compresiones fue 97,5 (DE 9,7) compresiones/min para el GRV y 80,9 (DE 7,7) compresiones/min para el GC [diferencia de medias 16,6 (IC95% 15,0-18,2), p = 0,003]. La profundidad media fue 34,0 (DE 6,5) mm para el GRV y 27,3 (DE 4,9) mm para el GC [diferencia de medias 6,7 (IC95% 5,7- 7,8), p < 0,001]. CONCLUSIONES: La RV es un método de enseñanza de RCP capaz de mejorar los conocimientos teóricos y habilidades prácticas.

Influencia de la fatiga producida durante la reanimación cardiopulmonar sobre la capacidad cognitiva de los profesionales sanitarios: ensayo de simulación / Cognitive function and fatigue from cardiopulmonary resuscitation effort in health care professionals: a simulation test

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Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial. / Ensayo clínico aleatorizado controlado que compara la formación presencial frente a la no presencial en el aprendizaje teórico de la reanimación cardiopulmonar entre los estudiantes de secundaria.

OBJECTIVES: To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. MATERIAL AND METHODS: A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. RESULTS: The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (P<.001) and 6.00 (3.33) (P<.001). All groups except the control group improved their scores. Scores immediately after instruction and 2 months later were statistically similar after all types of instruction. CONCLUSION: No significant differences between face-to-face instruction and audiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later.

OBJETIVO: Comparar la formación presencial, mediante una clase teórica, frente a la formación no presencial, con un método audiovisual con y sin refuerzo posterior, en el aprendizaje teórico del soporte vital básico (SVB) y el desfibrilador externo automático (DEA) entre los estudiantes de secundaria. METODO: Se llevó a cabo un ensayo clínico aleatorizado que incluyó a 2.225 estudiantes de secundaria procedentes de 15 centros educativos que fueron asignados al azar a uno de los siguientes cinco grupos: 1) Grupo formación presencial sin refuerzo; 2) Grupo formación presencial con refuerzo; 3) Grupo formación audiovisual sin refuerzo; 4) Grupo formación audiovisual con refuerzo; 5) Grupo control. Se realizó un test sobre aspectos teóricos del SVB y DEA antes, después y a los 2 meses de la estrategia formativa. RESULTADOS: Los resultados mostraron diferencias estadísticamente significativas en todos los grupos, excepto el grupo control, entre la puntuación obtenida en el test basal 2,33 (RIC 2,17) y el test inmediato 5,33 (RIC 4,66) (p < 0,001), y entre el test basal y el test final 6,00 (RIC 3,33) (p < 0,001). No hubo diferencias en el aprendizaje inmediato y a los 2 meses entre los diferentes tipos de formaciones. CONCLUSIONES: No se encontraron diferencias entre la formación presencial mediante charlas teóricas y la formación no presencial con método audiovisual en el aprendizaje teórico inmediato y a los dos meses en el aprendizaje teórico del SVB y el DEA entre los estudiantes de secundaria.

Ensayo clínico aleatorizado controlado que compara la formación presencial frente a la no presencial en el aprendizaje teórico de la reanimación cardiopulmonar entre los estudiantes de secundaria / Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial

Objetivo. Comparar la formación presencial, mediante una clase teórica, frente a la formación no presencial, con un método audiovisual con y sin refuerzo posterior, en el aprendizaje teórico del soporte vital básico (SVB) y el desfibrilador externo automático (DEA) entre los estudiantes de secundaria. Método. Se llevó a cabo un ensayo clínico aleatorizado que incluyó a 2.225 estudiantes de secundaria procedentes de 15 centros educativos que fueron asignados al azar a uno de los siguientes cinco grupos: 1) Grupo formación presencial sin refuerzo; 2) Grupo formación presencial con refuerzo; 3) Grupo formación audiovisual sin refuerzo; 4) Grupo formación audiovisual con refuerzo; 5) Grupo control. Se realizó un test sobre aspectos teóricos del SVB y DEA antes, después y a los 2 meses de la estrategia formativa. Resultados. Los resultados mostraron diferencias estadísticamente significativas en todos los grupos, excepto el grupo control, entre la puntuación obtenida en el test basal 2,33 (RIC 2,17) y el test inmediato 5,33 (RIC 4,66) (p < 0,001), y entre el test basal y el test final 6,00 (RIC 3,33) (p < 0,001). No hubo diferencias en el aprendizaje inmediato y a los 2 meses entre los diferentes tipos de formaciones. Conclusión. No se encontraron diferencias entre la formación presencial mediante charlas teóricas y la formación no presencial con método audiovisual en el aprendizaje teórico inmediato y a los dos meses en el aprendizaje teórico del SVB y el DEA entre los estudiantes de secundaria (AU)

Objective. To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. Methods. A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. Results. The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (P<001) and 6.00 (3.33) (P <001). All groups except the control group improved their scores. Scores immediately after instruction and 2 months later were statistically similar after all types of instruction. Conclusion. No significant differences between face-to-face instruction and audiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later (AU)

Randomised clinical simulation designed to evaluate the effect of telemedicine using Google Glass on cardiopulmonary resuscitation (CPR).

AIM: Through a clinical simulation, this study aims to assess the effect of telematics support through Google Glass (GG) from an expert physician on performance of cardiopulmonary resuscitation (CPR) performed by a group of nurses, as compared with a control group of nurses receiving no assistance. METHODS: This was a randomised study carried out at the Catholic University of Murcia (November 2014-February 2015). Nursing professionals from the Emergency Medical Services in Murcia (Spain) were asked to perform in a clinical simulation of cardiac arrest. Half of the nurses were randomly chosen to receive coaching from physicians through GG, while the other half did not receive any coaching (controls). The main outcome of the study expected was successful defibrillation, which restores sinus rhythm. RESULTS: Thirty-six nurses were enrolled in each study group. Statistically significant differences were found in the percentages of successful defibrillation (100% GG vs 78% control; p=0005) and CPR completion times: 213.91 s for GG and 250.31 s for control (average difference=36.39 s (95% CI 12.03 to 60.75), p=0.004). CONCLUSIONS: Telematics support by an expert through GG improves success rates and completion times while performing CPR in simulated clinical situations for nurses in simulated scenarios.