Introduction: Nurses are an important resource for educating the general population about Basic Life Support with Defibrillation (BLSD). Teaching CPR in schools represents the most impactful means of involving and raising awareness among the general population on how to handle cardiac arrest in out-of-hospital settings. According to the 2021 ERC guidelines, training students from school age is the most impactful intervention for ensuring high-quality bystander CPR when needed, and it is recommended to complete training with Automated External Defibrillator starting from adolescence. Objective: This literature review aims to determine whether the use of interactive digital technologies can assist in training high school students in BLSD. Materials and Methods: A literature review was conducted by consulting PubMed, Scopus, Cinahl and Google scholar databases, limiting the research to studies published between 2019 and 2024 in English or Italian language. Studies concerning adolescents (12-19 years) and teaching basic life support using interactive digital technologies were included. Results: Nine articles that met the inclusion criteria were selected. Including 2 experimental studies, 1 scoping review, 2 pilot studies, 3 randomized controlled trials, and 1 meta-analysis. Four applications of interactive digital technologies for BLSD training in adolescents were identified: the use of smartphone apps, the use of Mixed Reality/Virtual Reality, the use of interactive films, and the use of mannequins with real-time feedback devices. Discussion: The use of interactive digital technologies for BLSD training in schools can be an important tool in addressing the gaps observed in optimal assistance provided by lay rescuers, with the potential to strengthen the Chain of survival. Validated educational tools such as social media, blogs, and podcasts, although widely used, provide user-generated content, whose recipient often lack the skills and tools to assess its quality, compliance with guidelines, and accuracy. Interactive technologies, particularly smartphone apps and interactive films, if properly developed, offer adolescents the opportunity to continuously and independently access content and information that complies with the guidelines. Compared to traditional training, interactive technologies allow students to experience a more engaging and interactive learning process, both in terms of education and emotional involvement, further consolidating the acquired knowledge. Conclusions: From the analysis of the results of the studies included in this review, it emerged that the use of interactive digital technologies such as Virtual Reality, Mixed Reality, and interactive mannequins during training facilitates the acquisition of practical skills and improves their long-term retention. Alternatively, technologies such as smartphone apps and interactive films hold great potential when used to continuously update theoretical knowledge regarding the management of a cardiac arrest and execution of CPR.
Introduzione: L’infermiere è un importante risorsa per l’educazione della popolazione generale sul BLSD. L’insegnamento della RCP a partire dalle scuole rappresenta il mezzo più impattante per il coinvolgimento e l’aumento della consapevolezza su come deve essere affrontato un arresto cardiaco in ambito extraospedaliero da parte della popolazione generale. Secondo le linee guida ERC 2021 la formazione degli studenti a partire dall’età scolara rappresenta l’intervento più impattante sull’esecuzione di una RCP di qualità effettuata da astanti nel momento del bisogno, ed è raccomandato completare la formazione di base con quella sull’utilizzo del defibrillatore esterno automatico già a partire dall’età adolescenziale. Obbiettivo: Questa revisione della letteratura si propone di accertare se l’utilizzo delle tecnologie informatiche interattive può aiutare alla formazione degli studenti delle scuole superiori sul BLSD. Materiali e metodi: E’ stata stilata una revisione di letteratura mediante consultazione di database PubMed, Cinahl, Scopus e Google scolar inserendo come limiti lingua inglese o italiana e data di pubblicazione compresa tra 2019 e 2024. Sono stati inclusi studi riguardanti adolescenti (12-19 anni) e l’insegnamento delle supporto vitale di base tramite l’utilizzo di tecnologie informatiche interattive. Risultati: Sono stati selezionati 9 articoli che soddisfacevano i criteri di inclusione, di cui 2 studi sperimentali, 1 scoping review, 2 studi pilota, 3 trial randomizzati controllati e 1 metanalisi. Sono state identificate 4 modalità applicative delle tecnologie informatiche interattive per la formazione sul BLS per adolescenti, ovvero: utilizzo di app per smartphone, utilizzo di Mixed Reality/Virtual Reality, utilizzo di film interattivi, utilizzo di manichini con dispositivi di feedback in tempo reale. Discussione: L’utilizzo di tecnologie informatiche interattive per la formazione BLSD nelle scuole può essere un importante mezzo per far fronte alle lacune riscontrate nell’erogazione di un assistenza ottimale da parte dei soccorritori laici, ed hanno il potenziale di rendere più solida la catena della sopravvivenza. Strumenti già validati come Social Media, Blog e Podcast, seppur ampiamente utilizzati, forniscono contenuti generati da utenti, i cui destinatari spesso non dispongono delle capacità e degli strumenti per valutarne la qualità, la conformità alle linee guida e la veridicità. Le tecnologie interattive, in particolar modo app per smartphone e film interattivi, invece, se sviluppate correttamente offrono agli adolescenti la possibilità di accedere in maniera continua ed autonoma a contenuti ed informazioni conformi con le linee guida. Rispetto alla formazione tradizionale, le tecnologie interattive consentono agli studenti di vivere un esperienza più coinvolgente ed interattiva, sia dal punto di vista formativo che dal punto di vista emotivo, consolidando maggiormente le conoscenze acquisite. Conclusioni: Dall’analisi dei risultati degli studi inclusi in questa revisione, è emerso che l’utilizzo di tecnologie informatiche interattive come Virtual Reality, Mixed Reality e manichini interattivi durante la formazione favoriscono l’acquisizione di competenze pratiche ed una maggiore ritenzione nel tempo rispetto alla formazione tradizionale; in alternativa, tecnologie come App per smartphone e film interattivi possiedono un grande potenziale se utilizzate per aggiornare costantemente le conoscenze teoriche riguardo la gestione di un arresto cardiaco e l’esecuzione della RCP.
L'utilizzo delle tecnologie informatiche interattive per la formazione sul BLSD nelle scuole superiori
LICCIARDELLO, ELISA
2023/2024
Abstract
Introduction: Nurses are an important resource for educating the general population about Basic Life Support with Defibrillation (BLSD). Teaching CPR in schools represents the most impactful means of involving and raising awareness among the general population on how to handle cardiac arrest in out-of-hospital settings. According to the 2021 ERC guidelines, training students from school age is the most impactful intervention for ensuring high-quality bystander CPR when needed, and it is recommended to complete training with Automated External Defibrillator starting from adolescence. Objective: This literature review aims to determine whether the use of interactive digital technologies can assist in training high school students in BLSD. Materials and Methods: A literature review was conducted by consulting PubMed, Scopus, Cinahl and Google scholar databases, limiting the research to studies published between 2019 and 2024 in English or Italian language. Studies concerning adolescents (12-19 years) and teaching basic life support using interactive digital technologies were included. Results: Nine articles that met the inclusion criteria were selected. Including 2 experimental studies, 1 scoping review, 2 pilot studies, 3 randomized controlled trials, and 1 meta-analysis. Four applications of interactive digital technologies for BLSD training in adolescents were identified: the use of smartphone apps, the use of Mixed Reality/Virtual Reality, the use of interactive films, and the use of mannequins with real-time feedback devices. Discussion: The use of interactive digital technologies for BLSD training in schools can be an important tool in addressing the gaps observed in optimal assistance provided by lay rescuers, with the potential to strengthen the Chain of survival. Validated educational tools such as social media, blogs, and podcasts, although widely used, provide user-generated content, whose recipient often lack the skills and tools to assess its quality, compliance with guidelines, and accuracy. Interactive technologies, particularly smartphone apps and interactive films, if properly developed, offer adolescents the opportunity to continuously and independently access content and information that complies with the guidelines. Compared to traditional training, interactive technologies allow students to experience a more engaging and interactive learning process, both in terms of education and emotional involvement, further consolidating the acquired knowledge. Conclusions: From the analysis of the results of the studies included in this review, it emerged that the use of interactive digital technologies such as Virtual Reality, Mixed Reality, and interactive mannequins during training facilitates the acquisition of practical skills and improves their long-term retention. Alternatively, technologies such as smartphone apps and interactive films hold great potential when used to continuously update theoretical knowledge regarding the management of a cardiac arrest and execution of CPR.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/80747