Professor Oermann’s Nursing Study Points to Changing the Way We Teach CPR

National League for Nursing: The chances for patient survival are improved with immediate and high quality CPR, making it an especially important skill for nurses, who are often the first responders to cardiac arrests in hospitals. With a finding of quick deterioration of this critical skill for nurses, the study has major implications for how we teach all skills. Results provide evidence for how we can help nursing students and other health providers maintain their basic life support skills.

New York, NY (PRWEB) July 30, 2010

The chances for patient survival are improved with immediate and high quality CPR, making it an especially important skill for nurses, who are often the first responders to cardiac arrests in hospitals. Results of this study provide evidence for how we can help nursing students and other health providers maintain their basic life support (BLS) skills, noted Marilyn H. Oermann, PhD, RN, FAAN, ANEF, professor and adult/geriatric health chair at the University of North Carolina at Chapel Hill and principal investigator for the nursing student component of the study. Staff nurses and other health care professionals were also included in this large interdisciplinary study, with Suzan Kardong-Edgren, PhD, RN, serving as project director.

Begun in 2008, different approaches to teaching and learning BLS were tested by students at 10 schools of nursing with associate, diploma, or baccalaureate programs. Students completed American Heart Association training in either a four-hour, instructor-led course or through a self-directed, computer-based course (HeartCode™ BLS) that included learning and practice on a voice advisory manikin. After this initial training, students were randomly assigned to a control group with no further practice or to an experimental group, which practiced CPR six minutes each month for the 12 months of the study. The performance of all students, both the control and experimental groups, were tested after three, six, nine, and 12 months to determine their level of skill retention. Students who practiced their CPR psychomotor skills on voice advisory manikins for only six minutes a month either maintained or improved their skills over the 12-month period. In contrast students who did not practice beyond their initial BLS training had a significant loss of skills, some as early as three months after completing it.

In announcing the results, NLN president Dr. Cathleen Shultz said, “The big story may be how many implications there are from this study. One is the manner in which CPR is taught and the comparison of different types of instruction, but the more important findings for nursing education are related to the data on how quickly skills deteriorate. We spend considerable time teaching and evaluating psychomotor skills in the lab, but more often than not, students do not have an opportunity to use the skill anytime close to the time frame in which they learned it. So then they need to relearn when the time comes to use it.”

“There is nothing more critical to student preparation and for the real world challenges of delivering safe, quality care than to maximize the synthesis and integration of knowledge and skill performance. We are grateful to Laerdal for funding this cutting-edge pedagogical inquiry and to the American Heart Association for providing the learning platform,” said NLN CEO Beverly Malone, PhD, RN, FAAN.

An article describing the study will be published in the September/October issue of the NLN’s research journal, Nursing Education Perspectives. In addition, “Comparison of Two Instructional Modalities for Nursing Student CPR Skill Acquisition” by Drs. Marilyn Oermann and Suzan E. Kardong-Edgren has been published in the August issue of Resuscitation.

Reporters/Editors: To arrange interviews, please contact Karen R. Klestzick, NLN chief communications officer, at 212-812-0376.

Oermann Authors “Writing for Publication in Nursing”

Dr. Marilyn Oermann, professor and division chair in the UNC Chapel Hill School of Nursing,  has another new book: Oermann, M.H., & Hays, J.C. (2011). Writing for Publication in Nursing (2nd ed.). New York: Springer.  This is Marilyn’s 19th book.

Writing for Publication in Nursing was prepared for beginning and experienced authors, for nurses who want to write for publication, and for graduate students who need to write research reports, clinical articles, systematic reviews, and other types of articles. The book describes the process of writing, beginning with an idea through developing the final paper, submitting it to a journal, and responding to peer reviews. A chapter is devoted to writing research articles, and other chapters describe how to write papers on reviews of research evidence, clinical practice topics, and case reports, among others.

Marilyn has a lot of experience in writing for publication:  she is author of more than 170 articles in peer reviewed journals, chapters, and editorials, and is editor of a nursing journal. From this experience she is able to offer many suggestions to authors.

Faculty Member Marilyn Oermann Receives NLN Award

Faculty member and division chair Marilyn Oermann received the National League for Nursing

Faculty member and division chair Marilyn Oermann will receive an NLN award in September.

Faculty member and division chair Marilyn Oermann will receive an NLN award in September.

(NLN) Award for Excellence in Nursing Education Research. Her award will be presented during the awards banquet that will be held during the NLN Education Summit on Saturday, Sept. 26, 2009.

SON Faculty Member Publishes Third Edition of Book

SON faculty member Marilyn Oermann published the third edition of her book this month. The book, titled “Evaluation and Testing in Nursing Education,” was released on Friday, May 15.

All teachers at some time need to assess learning. The teacher may write test items, prepare tests and analyze their results, develop rating scales and clinical evaluation methods, and plan other strategies for assessing learning in the classroom, clinical practice, online courses, and other settings. Often teachers are not prepared to carry out these tasks as part of their instructional role. This edition of “Evaluation and Testing in Nursing Education” is a resource for teachers in nursing education programs and healthcare agencies, a textbook for graduate students preparing for their role as a nurse educator and a guide for nurses in clinical practice who teach others and are responsible for evaluating their learning and performance.

SON Receives Approval to Fund Grant Worth More than $80,000

Professor Marilyn Oermann, along with Director of Continuing Education Pam Jenkins, recently received approval to fund an $81,450 grant to develop two courses for online Certificate in Clinical Teaching in Nursing. The grant was funded as part of the E-Learning and Online Initiatives program developed by the UNC System to support UNC Tomorrow goals. Oermann is one of nine principal investigators funded at UNC-Chapel Hill under this initiatives.


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