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