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Cited by 71Cardiac Arrest and ResuscitationSimulation-Based Education in HealthcareInnovations in Medical Education

Training interval in cardiopulmonary resuscitation.

Open access
Oermann, Marilyn H., Krusmark, Michael A., Kardong-Edgren, Suzan, Jastrzembski, Tiffany S., Gluck, Kevin A.·2020·PLOS ONE
DOI 10.1371/journal.pone.0226786PMC PMC6964847
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Abstract

AIM: Although evidence supports brief, frequent CPR training, optimal training intervals have not been established. The purpose of this study was to compare nursing students' CPR skills (compressions and ventilations) with 4 different spaced training intervals: daily, weekly, monthly, and quarterly, each for 4 times in a row. METHODS: Participants were nursing students (n = 475) in the first year of their prelicensure program in 10 schools of nursing across the United States. They were randomly assigned into the 4 training intervals in each of the schools. Students were trained in CPR on a Laerdal Resusci Anne adult manikin on the Resuscitation Quality Improvement (RQI) mobile simulation station. The outcome measures were quality of compressions and ventilations as measured by the RQI program. RESULTS: Although students were all certified in Basic Life Support prior to the study, they were not able to adequately perform compressions and ventilations at pretest. Overall compression scores improved from sessions 1 to 4 in all training intervals (all p < .001), but shorter intervals (daily training) resulted in larger increases in compression scores by session 4. There were similar findings for ventilation skills, but at session 4, both daily and weekly intervals led to better skill performance. CONCLUSION: For students and other novices learning to perform CPR, the opportunity to train on consecutive days or weeks may be beneficial: if learners are aware of specific errors in performance, it may be easier for them to correct performance and refine skills when there is less time in between practice sessions.

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  • Low-dose, high-frequency Resuscitation Quality Improvement (RQI) programs, delivering quarterly CPR practice sessions combined with real-time feedback, effectively maintain and even enhance students' compression and ventilation skills.

    “Oermann et al. demonstrated that low-dose, high-frequency Resuscitation Quality Improvement (RQI) programs, delivering quarterly CPR practice sessions combined with real-time feedback, effectively maintain and even enhance students’ compression and ventilation skills (27, 28).”

    From Application effect of Miller’s pyramid teaching method based on HeartCode BLS in basic life support training for nursing students (2026) · cites this paper as [27]

    The Methods (CPR training; page unavailable) describe brief RQI practice sessions with real-time feedback, including a quarterly group. The Results (Effects of training intervals on quality of compressions and ventilations; page unavailable) show improvement in both skills for that group. But quarterly students had the lowest scores, and their session-4 ventilation mean was 68.1%, below the study’s 75% performance target; the claim that quarterly practice effectively maintained both skills overstates the findings. (LLM, conf=0.88)

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Cites

  • Focus on Formative Feedback

    Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631 · cited 1× · see citing works

    “In addition to the burgeoning evidence regarding the advantages of distributed practice for knowledge and skill retention, there is an extensive literature in the cognitive sciences about the benefits of feedback for performance improvements in training [20, 21].”
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Cited by

Sorted by citations

Authors
Oermann, M. H., Krusmark, M. A., Kardong-Edgren, S., Jastrzembski, T. S., & Gluck, K. A.
Affiliations
  • Duke University (US)
  • United States Air Force Research Laboratory (US)
Corresponding author
Oermann, Marilyn H.
ORCID
Venue
PLOS ONE
Publisher
Public Library of Science (PLoS)
Published
2020-01-16
Volume
15
Issue
1
Pages
e0226786
ISSN
1932-6203 (ISSN-L)
DOI
10.1371/journal.pone.0226786
PMC
PMC6964847
OpenAlex
W2999322571
Cited by
71
References
1
Citations by year
2026: 12 · 2025: 3 · 2024: 17 · 2023: 9 · 2022: 18 · 2021: 11 · 2020: 1
FWCI
9.39
Type
journal article
Language
en
Open access
Licence
Locations
  • PLoS ONE (publishedVersion, public-domain)
  • Europe PMC (PubMed Central) (publishedVersion, public-domain)
  • PubMed Central (publishedVersion, public-domain)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
National League for Nursing
Topics
  • Health Sciences › Medicine › Emergency Medicine › Cardiac Arrest and Resuscitation
  • Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Keywords
cardiopulmonary resuscitation, spaced practice, nursing students, compression quality, ventilation quality, basic life support, skill retention, simulation-based training
MeSH terms
Adolescent, Adult, Clinical Competence, Computer Simulation, Female, Humans, Male, Middle Aged, Students, Nursing, Teaching, Cardiopulmonary Resuscitation, Young Adult

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