Applying Adult Education Theory to Guide Basic Life Support in Mock Code Blue Teaching Practice

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Applying Adult Education Theory to Guide Basic Life Support in Mock Code Blue Teaching Practice Samar Tobasi
University of Toronto
Clinical Teaching Course
INTAP
Dr. Helen Barry
April 18, 2011

Not for quotation without permission of author
Table of Contents
Introduction 3
Application 6
Analysis 8
Strength 9
Weakness 9
Opportunities 9
Threats 9
Conclusion 10
References 11

Introduction
I work in a company Hospital in the Kingdom of Saudi (KSA) as a complex care lead nurse. My responsibility is to keep the nursing staff competent to ensure safe and efficient nursing practice. One of the competencies required by all medical staff in KSA is Basic Life Support (BLS). Nurses in our hospital setting must be knowledgeable about resuscitation procedures and proficient in the deliv¬ery of care during an emergency. Nurses must be ready to implement their knowledge and skills in order to perform safe high quality Cardiopulmonary Resuscitation (CPR) for our patients which will lead to an increase survival rate post cardiac arrest. This competency includes skills, knowledge, and attitude. BLS competency is considered a fundamental skill for health care workers. However, the evidence suggests that retention of BLS knowledge and skills is generally poor (American Heart Association, 2010). Currently the only formal training provided to manage BLS is obtaining BLS certification. This formal training focuses primarily on the skills and knowledge required during the class. My argument is that once the class is over the nurse’s returns to regular duties without further practice or discussion. Subsequently opportunity to properly acknowledge, reflect, learn, and grow from the class is lost. Furthermore a common dilemma for many nurses is that cardiopulmo¬nary emergencies, known as Code Blues, are infrequent occurrences. Therefore the Clinical lead nurse must consider how nurses remain competent and confident in their implementation of emergency skills, process code blue event and manage their stress response independently while having limited exposure to the equipment and minimal experience in emergency situations.. In keeping with a safe practice in my work there is a commitment from senior management that recognizes BLS as priority training for all health care providers. This is evident in our current hospital policy which includes a Statement of Intent, arrangements, and the organizations promise to have competent staff. To meet this commitment mandatory BLS course which involves instructions, training, information and post course evaluation needs to be done every two years, Nurses as part of the health care team must renew their Basic Life Support card every two years, according to American Heart Association standards (American Heart Association, 2010) as well as Saudi Commission for Health Care Specialists (SCHCS). To receive a completion card, each participant must demonstrate skill in providing cardiopulmonary resuscitation, defibrillation, res¬cue breathing, and providing assistance to a choking victim. BLS training is meant to prepare individuals to respond to a cardiopulmonary emergency. Although nurses are trained in these skills, those who work on low risk inpatient units may not have the opportunity to use their Code Blue skills with any regularity. The implementation of a facility Code Blue Team further decreased the frequency of Code Blue participation from nurses. The nursing staff communicated through their monthly nursing meeting that they needed more practice with Code Blue situ¬ations. In addition, the Joint Commission on the Accreditation of Healthcare Organizations recommends training appropriate staff to recognize the need for and utilize designated equipment and techniques in resuscita¬tion efforts (The Joint Commission, 2008). To meet the needs of the staff and maintain accredita¬tion compliance, the CPR committee in the organization recommended conducting Mock Code Blue...
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