Evaluation of a web-based basic life support and automated external defibrillation package

Dr Pam Moule, John Albarran, Dr Jon Pollock (University of the West of England, Bristol), Elizabeth Bessant (Avon, Wiltshire Mental Health NHS Partnership Trust)

This study has shown that e-learning has provided effective support for the delivery of resuscitation knowledge; with potential advantages being seen in resource savings and the provision of flexible learning opportunities for staff. The research, commissioned by the Avon and Wiltshire Mental Health NHS Partnership Trust (AWP), was completed by the E-learning and Health Informatics Research Programme, University of the West of England, Bristol in collaboration with AWP (see http://hsc.uwe.ac.uk/net/research and follow links through Centre for Learning and Workforce Research). This pilot study compared e-learning and classroom deliveries of knowledge and skills in basic life support and automated external defibrillator use in two comparable groups of mental health care practitioners.

One group completed an e-learning package (n = 28), whilst the second group attended for classroom delivery (n = 55). Both groups completed pre-and post-tests based on multiple-choice questions and had opportunities for skills practice before skills testing based on the same cardiac arrest scenario. Pre and post-test knowledge scores were compared within and between the groups, whilst the skills results (VAM data and observation data) were analysed for performance differences between the groups.

Both groups showed a significant increase in knowledge following training, with no significant difference in learning between the groups. The absolute number and proportion of ventilations with no errors was lower in the e-learning group, though not of statistical significance, with no differences found in the number of compressions with no errors. No marked performance differences were seen when making test-re-test comparisons. The time taken to deliver the first shock did not differ significantly between the groups. Of the 30 observed skills, the e-learners performed slightly better in 21, worse in seven and comparably in two. Of note are the poor performances in both groups on the correct electrode pad placement, shake manoeuvre and action sequence.

The results appear to suggest that e-learning has, through a blended approach, supported the delivery of resuscitation knowledge and skills to a level comparable with that achieved through classroom delivery. It is therefore suggested that e-learning with classroom practice can support resuscitation training and has the appeal of providing a flexible and interactive mode of delivery, which can be economically viable.

The full report details are: Moule et al (2006) A comparison of e-learning and classroom delivery of basic life support with automated external defibrillator use: A pilot study. Bristol: UWE ISBN: 1-86043-387-1 and 978-1-86043-387-0

A new version of the material that incorporate the latest 2005 resuscitation guidelines has been produced to include basic life support, automated external defibrillator use, children’s and new born resuscitation. This resource capitalises on the expertise in the Faculty of Health and Social Care in both e-learning developments and cardiac care.

For more details contact: pam.moule@uwe.ac.uk