A new algorithm for arrhythmia interpretation.

BACKGROUND: Electrocardiogram (ECG) is an essential tool used to diagnose serious heart disease but its interpretation is challenging for undergraduate students and junior practitioners despite numerous methods that have been suggested to aid ECG interpretation. This paper aims to present a new algorithm for arrhythmia interpretation that is superior to current methods to be used as a supplement to lecture materials for medical students. METHODS: A new systematic algorithm is introduced in this paper. To evaluate the effectiveness of the proposed algorithm, a study was carried out in a medical university. Two groups of medical interns were educated via lecture and teaching rounds, either using the proposed algorithm or without using the algorithm. At the end of 1 month training, students of both groups were blindly evaluated. RESULTS: The group trained using the algorithm scored an average of 93% on the evaluation, while the group trained without it averaged 62%. This was found to be a statistically significant difference (p<0.01). CONCLUSION: The proposed method for education of arrhythmia interpretation can improve physicians' competency in ECG interpretation.

Final-year nursing students' foundational knowledge and self-assessed confidence in interpreting cardiac arrhythmias: A cross-sectional study.

BACKGROUND: Graduating nurses should possess knowledge and understanding of cardiac arrhythmia interpretation, so they can assess abnormal and life-threatening arrhythmias. However, literature around nursing students' foundational knowledge in cardiac arrhythmia interpretation remains scarce. OBJECTIVES: To examine final-year nursing students' foundational knowledge and self-assessed confidence in interpreting cardiac arrhythmias. DESIGN: Cross-sectional study design. SETTINGS: Two Australian universities (one regional and the other large metropolitan). PARTICIPANTS: Nursing students in the final year of a program of study leading to initial registration as a registered nurse. METHODS: An online survey was adopted to examine final-year nursing students' foundational knowledge and their self-assessed confidence when interpreting cardiac rhythms. RESULTS: A total of 114 participants completed surveys, representing a response rate of 22%. More than 70% of the participants were able to interpret asystole, sinus rhythm, and sinus bradycardia. Over 50% correctly identified ventricular tachycardia, atrial flutter, sinus tachycardia, atrial fibrillation, and ventricular fibrillation. Under 15% of the participants were able to interpret junctional rhythm, paced rhythm, and unifocal/multifocal premature ventricular contractions. Self-assessed confidence levels were generally lower than the accuracy rates of arrhythmia interpretation. Although many participants acknowledged that learning arrhythmia interpretation was difficult and challenging, most of them had positive perceptions and wanted to learn more. CONCLUSION: Nursing curricula need to be supported and strategies need to be implemented to standardise educational electrocardiogram interpretation programs, which are critical to improving final-year nursing students' foundational knowledge and confidence in interpreting cardiac arrhythmias and enhancing patient safety.

Comparison of two teaching methods for cardiac arrhythmia interpretation among nursing students.

AIM: The aim of this study was to compare the six-stage method (SSM) for instructing primary cardiac arrhythmias interpretation to students without basic electrocardiogram (ECG) knowledge with a descriptive teaching method in a single educational intervention. METHODS: This is a randomized trial. Following a brief instructional session, undergraduate nursing students, assigned to group A (SSM) and group B (descriptive teaching method), undertook a written test in cardiac rhythm recognition, immediately after the educational intervention (initial exam). Participants were also examined with an unannounced retention test (final exam), one month after instruction. Altogether 134 students completed the study. Interpretation accuracy for each cardiac arrhythmia was assessed. RESULTS: Mean score at the initial exam was 8.71±1.285 for group A and 8.74±1.303 for group B. Mean score at the final exam was 8.25±1.46 for group A vs 7.84±1.44 for group B. Overall results showed that the SSM was equally effective with the descriptive teaching method. The study showed that in each group bradyarrhythmias were identified correctly by more students than tachyarrhythmias. No significant difference between the two teaching methods was seen for any specific cardiac arrhythmia. CONCLUSIONS: The SSM effectively develops staff competency for interpreting common cardiac arrhythmias in students without ECG knowledge. More research is needed to support this conclusion and the method's effectiveness must be evaluated if being implemented to trainee groups with preexisting basic ECG interpretation knowledge.