4 Questions to Determine if Your CPR Training is Effective
Applying the Kirkpatrick Model to Your CPR Training Program
Achieving student engagement is a fundamental challenge in any form of education, especially when the student is a beginner or is someone refreshing their skills. If you are an instructor in Cardiopulmonary Resuscitation (CPR), you've likely struggled to keep people engaged - especially when teaching laypeople.
外行人学习CPR首次学习经常对授予临床技能的规定培训议程感到惊讶。他们没有为所涉及的教学培训做好准备；取而代之的是，他们希望正确地练习Manikin。许多讲师面临的挑战是，当学生遇到这种规定的方法时，他们可能会变得不合时宜。They can begin to focus just on passing the test. But will they leave confident to perform later? And, how will they perform later?
One of the most tried and tested models for measuring training effectiveness is the Kirkpatrick Model. Trusted by educators for decades, the Kirkpatrick Model can help you target opportunities for engagement by addressing four simple, yet targeted, questions.
Below, we outline how to apply this model to your training and achieve engagement during every class.
1. How Do Your Learners Respond to Your CPR Training?
According to the Kirkpatrick Model, it is important to gauge each student’s reaction to the material so that you can better identify what they need to stay active in the learning process.1Where are the opportunities within your prescribed curriculum to make the training more interesting, useful, and challenging?
To better engage learners in your course, you might consider including incentivized games. Gamification, or the process of applying game-related principles to learning, has become a popular way of motivating learners to participate.2
Some proven benefits include:
- Students having an increased feeling of ownership over their learning
- More fun in the classroom
- More visible tracking of student learning progress.3
Evidence has shown that even physicians are turning toward online video "games" as a learning tool, requiring less time to learn necessary information and competing against other physicians.4The use of gamification entering the healthcare field indicates that it has applications to learning life-saving techniques. And,CPR training is no exception.
Friendly competition can make a big impact in the classroom; today's CPR feedback technology can help to facilitate this type of competition naturally.
QCPR Classroom App
The QCPR Classroom App is now available for our Little Anne QCPR with feedback and a gaming element. This enables instructors to improve classroom efficiency, increase learner engagement, and boost the overall quality of their CPR training – with up to 42 manikins at the same time.
2. How Do You Measure What Your Learners Have and Haven't Learned?
在谈到学习者的参与度之后，Kirkpatrick模型建议您将重点放在学生学习的程度上。您的学生是否知道何时以及如何执行有效的CPR？为了提供全面的答案，you may need to more-accurately measure the quality of each student’s CPR.
With the ability to measure chest compression fraction, rate, depth, and recoil, along with ventilations, today’s manikin technology can show your students precisely how their performance relates to the content you have been teaching them.
The American Heart Association’s (AHA) 2020 Guidelines lists these key metrics that correlate to better human survival:5
- Chest compression fraction (CCF): at least 60%
- Chest compression rate: 100–120 compressions per minute
- Chest compression depth: 2-2.4 inches for an average adult
- Chest recoil: avoid leaning on the chest between compressions to allow complete chest recoil
- Ventilation: enough to produce visible chest rise
In addition, it's worth gauging how likely your students are to train others or continue practicing their CPR skills.70% of Americans feel helpless to act during a cardiac emergency because they either do not know how to administer CPR or their training has significantly lapsed.6Understanding what sudden cardiac arrest is, knowing what to do in an emergency, and receiving accurate feedback and corrections during hands-on practice may encourage more bystanders to take action if and when the time comes.
3. How Well Do Your Learners Apply Their CPR Training?
The third level of the Kirkpatrick Model specifically advocates assessing behavior change (following training). Will your learners perform CPR on a victim of sudden cardiac arrest?
研究表明，面对心脏紧急情况时，越来越多的旁观者会无所事事。Only 46% of cardiac arrest victims receive CPR from a bystander.7
A study conducted by the American Heart Association delved deeper to uncover exactly why most people choose not to intervene.8Reasons respondents provided include:
"Getting past those psychological barriers of fear and denial means many more lives that could potentially be saved...Some CPR is better than no CPR"9
Dr. Rob Rosenbaum, emergency doctor with Christiana Care Health System and EMS director for New Castle County, Delaware
For instructors, this means putting an increased focus on improving learner confidence. Rather than simply understanding the mechanics of good CPR, students gain confidence through repetitive practice, accurate performance feedback, and the reinforcement of proper technique.
4. Are You Creating the Impact You Want To?
When measuring the overall results of your training, the number of lives saved carries the most weight. Every minute and a half, someone in the United States goes into cardiac arrest outside of a hospital.10Four out of five times, the victim is at home.11Because of this,it isn’t typically a paramedic or a doctor beginning CPR on a victim – it’s a layperson, a victim’s friend, a victim's loved one.
As a CPR instructor, you have the ability to prepare them to save a life. With the most engaging training methods, positive learner attitudes, and the right tools, students can leave your class feeling as inspired as they did when they entered.
Is Low Classroom Engagement Your Hurdle?
Do you feel like your learners are leaving your CPR training program less inspired than when they entered it? Use these tips to grab and keep your learners’ attention.
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参考
- 美国红十字会。(2017)。心肺复苏培训。检索d from http://www.redcross.org/take-a-class/cpr/cpr-training
- Learning Theories. (2016). Gamification in education. Retrieved from https://www.learning-theories.com/gamification-in-education. html
- Ibid
- Patten, B. (2015). How health care can benefit from gamification. Training Industry, Inc. https://www.trainingindustry.com/e-learning/ articles/how-health-care-can-benefit-from-gamification.aspx
- American Heart Association. (2020). 2020 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care, Part 3: Adult Basic and Advanced Life Support. Circulation, 142:S366–S468. DOI: https://doi.org/10.1161/CIR.0000000000000916
- American Heart Association. (2014). CPR Statistics. Retrieved from http://www.heart.org/HEARTORG/CPRAndECC/Whatis%20 CPR/CPRFactsandStats/CPR-Statistics_UCM_307542_Article.jsp#.WZLwxlWGOUl
- American Heart Association. (2017). 2017 hands-only cpr fact sheet. Retrieved from http://cpr.heart.org/idc/groups/ahaeccpublic/@wcm/@ecc/documents/downloadable/ucm_493890.pdf
- American Heart Association News. (2017). Most americans afraid to perform cpr. Retrieved from http://news.heart.org/manyamericans-afraid-to-perform-cpr/
- Haelle, T. (2015). Bystander cpr doubles cardiac arrest survival rates. Everyday Health. Retrieved from http://www.everydayhealth. com/news/bystander-cpr-doubles-cardiac-arrest-survival-rates/
- Ibid
- American Heart Association. (2017). See reference #7.