This study aimed to explore nursing students' experience of learning cardiopulmonary resuscitation (CPR) in a web-based virtual simulation (vSim) through analysis of the reflection journals. Method: From June to July 2020, data were collected from 48 fourth-year nursing students who performed the simulation by reviewing prompt feedback on their CPR performance. The contents of the reflection journals were analyzed using NVivo qualitative data analysis software. Results: Nursing students experienced unfamiliarity with the English-based virtual environment as well as psychological pressure and anxiety about emergencies. Incorrect interventions were identified in the following order of frequency: violation of defibrillator guidelines, missing fundamental nursing care, error in applying an electrocardiogram monitor, inadequate initial response to cardiac arrest, insufficient chest compression, and inadequate ventilation. Lastly, the participants learned the importance of embodied knowledge, for knowing and acting accurately and reacting immediately, and their attitudes as nurses, such as responsibility, calmness, and attentiveness. Learning strategies included memory retention through repetition, real-time feedback analysis, pre-learning, and imagining action sequences in advance. The level of achievement, time required, CPR quality, and confidence improved with behavior-modification strategies developed through self-reflection. Conclusion: Educational interventions that are based on understanding accurate algorithms can strengthen selfawareness of mistakes to improve efficient imparting of CPR education.

Purpose: This study aimed to examine the effects of cardiopulmonary resuscitation education via the jigsaw cooperative learning on the knowledge, attitude, self-efficacy, self-efficacy for group work, and self-regulation of baccalaureate nursing students. Methods: This one-group pretest-posttest experimental design study was conducted from April 20 to June 10, 2022. It included 27 baccalaureate nursing students. The collected data were analyzed by descriptive statistics and the Wilcoxon signed-rank test using Statistical Product and Service Solutions for Windows, version 25.0. Results: The results showed statistically significant improvements after the educational intervention program. The level of cardiopulmonary resuscitation knowledge (Z=-4.22, p<.001), cardiopulmonary resuscitation self-efficacy (Z=-3.84, p<.001), self-efficacy for group work (Z=-2.83, p=.005), and self-regulation (Z=-2.70, p=.007) improved significantly. Conclusion: These findings suggest the necessity of continuous cardiopulmonary resuscitation education and cooperative learning. Thus, it is necessary to conduct repeated studies on cardiopulmonary resuscitation education by applying various teaching methods for nursing students.

본 연구는 심폐소생술 교육경험이 있는 간호대학생의 심폐소생술의 지식과 수행능력을 파악하 고 이들 간의 관계를 탐색하기 위한 서술적 상관관계 연구로 수행되었다. 연구 참여자는 2018년 10월 18 일부터 10월 30일까지 G광역시에 소재한 2개 대학교 간호학과 4학년에 재학 중인 간호대학생 204명을 대 상으로 하였다. 수집된 자료는 IBM SPSS Win 21.0 version Program을 이용하였다. 심폐소생술 지식과 심 폐소생술 수행능력은 양의 상관관계(r=.22, p=.01)로, 심폐소생술 지식이 높을수록 심폐소생술 수행능력이 높아지는 것으로 나타났다. 본 연구는 G광역시 2개 대학의 간호학과 학생들을 편의 추출하였으므로 본 연구 결과를 일반화하는데 제한이 있을 수 있어 추후 대상자의 지역적 확대를 통한 반복 연구가 필요하며, 심폐소생술 수행능력의 측정이 수행능력 전체를 관찰하여 측정하는 직접 측정이 아니라 자가보고식 간접 측정으로 이루어져 대 상자의 주관이 반영되며, 교육의 효과가 객관적으로 측정되지 않았을 우려가 있다. 그러므로 심폐소생술 수행능력의 직접 측정 도구를 사용한 추후 연구가 필요하다.

Purpose: This study compares the chest compression quality, and the willingness and confidence to perform cardiopulmonary resuscitation (CPR) before and after education between the compression only CPR (COCPR) group and the standard CPR (STCPR) group using manikins. Method: This study employs a randomized controlled trial design. A total of 219 and 214 individuals were randomly assigned to the COCPR and STCPR groups, respectively. Both groups were asked to perform CPR for 2 min before and after education. The willingness and confidence to perform CPR were surveyed through a questionnaire. Results: Before education, the STCPR group had a significantly higher mean chest compression depth and accuracy than the COCPR group for the entire 2 min. After education, the STCPR group had a significantly higher mean chest compression depth for 2 min and higher compression accuracy for late 1 min than the COCPR group. However, no significant difference in the willingness and confidence to perform CPR according to the compression method was evident. Conclusion: Repeated training is required to maintain chest compression quality. CPR education improves willingness and confidence to perform CPR.

선박, 해양플랜트, 해상풍력 등과 같은 해양에서의 근무 환경은 고립되어 있고 거친 해상에 바로 노출되어 있어 안전사고의 높은 위험성을 안고 있다. 이에 해양에서 근무를 하는 모든 종사자에게는 비상상황에 대한 대처 능력이 요구되고 있고 비상대응업무를 수행하는 자에 대해서는 STCW협약, OPITO Safety Training Standard 등의 관련 규정에 근거하여 자격 증명이 이루어지고 있다. 특히, 고립된 상황에서 해양종사자들의 응급처치기술은 필수 요건 중의 하나이다. 그러나 선박을 포함한 해양구조물에서 비상탈출 시 사용하게 되는 구명뗏목에서의 심폐소생술은 구명뗏목의 바닥이 고무재질로써 충분한 가슴압박이 힘들어 응급처치자의 심폐소생술에 대한 피로도와 정확도에 영향을 미칠 것으로 추정된다. 본 논문은 조파장치가 설치되어 있는 안전훈련센터에서 15명의 응급처치강사를 표본으로 바다와 유사한 환경을 조성하여 구명뗏목에서의 심폐소생술 실험을 하였다. 실험 결과, 강의실에서의 심폐소생술의 정확도 평균은 99.6 %였으나 구명뗏목의 여러 환경에서의 심폐소생술의 정확도는 84 %였다. 두 장소의 심폐소생술 정확도에 대한 t 값의 절대값이 임계값의 절대갑보다 크기 때문에 구명뗏목의 심폐소생술의 정확도가 낮아짐을 검증하였다. 파도를 0.3미터 형성한 경우에는 구명뗏목의 심폐소생술의 정확도가 77 %로 낮아짐을 확인하였다. 이에 본 논문을 통해 구명뗏목에서의 심폐소생술은 2인 1조로 실시할 것을 제시하며 최근 활용되고 있는 흉부 압박 자동화 장비를 활용할 것을 추천한다.

Purpose: The aim of this study was to examine the effect of repeated simulation and role rotation in a cardiac arrest simulation on learning immersion, learning confidence, and simulation satisfaction. Methods: This study was the descriptive survey and 199 nursing students completed a cardiac arrest simulation-based education program developed by the researcher. Participants repeated the simulation 3 times. Data were analyzed using time series, ANOVA, t-test with SPSS 21.0 program. Results: Over than 2 times was effective frequency of repetition of simulation. There were no differences in learning immersion, learning confidence and satisfaction after simulation due to rotation. Additionally, there were no differences in satisfaction after simulation. However, participants in the lead nursing role in simulation had less learning immersion and learning confidence compared to those not in the lead role. Conclusion: The results indicate that repeted use of the cardiac arrest simulation improved clinical practice; however, role rotation did not impact learning immersion or learning confidence. Even though there was no effect of role rotation, the results did indicate that experience as a leader in simulation is associated with less learning immersion and confidence. These results suggest the need to carefully debrief the lead nursing student. Further, in order to prevent nursing instructor burn-out and encourage participation of students in learning, future work should examine increased repetition frequency.

심정지 환자의 생존율은 1분이 경과할 때마다 10%씩 감소한다. 우리나라는 2008년에 응급의료 관련 법률을 제정하여 대중이 모이는 공공장소에 자동제세동기를 설치하도록 하였다. 심정지환자가 발생될 경우 1차 발견자가 즉각적인 심폐소생술을 실시하고 자동제세동기를 사용할 때 최선의 성과를 얻을 수 있다. 그러나 국민 전체의 심폐소생술 교육경험과 심폐소생술 실시 의지는 매우 적어서, 응급구조사가 도착할 때까지 시급한 조치가 연기되는 실정이다. 본 연구에서는 심폐소생술 교육유무, 심폐소생술의 실시, 정확한 실행과 자동제세동기의 활용 등을 기존연구 자료를 바탕으로 시뮬레이션을 수행하여 효과적인 응급의료체계를 위한 제언을 한다.

The aim of this study is to confirm the importance of a more immediate advanced cardiac life support (ACLS) through a comparative analysis of the results of cardiopulmonary resuscitation (CPR) according to the occurrence place of cardiac arrest in tertiary emergency department. The subjects were 493 patients who had received CPR in Chosun university, Emergency Medical Department, between April 2013 and March 2015. The subjects were categorized into three groups according to the occurrence place of cardiac arrest: pre-hospital, in-emergency room, and in-ward. We conducted a clinical analysis of the results. During the period, 493 cardiac arrest patients underwent CPR, 63 patients (12.8%) were discharged alive and 41 patients (8.3%) got a good score on the cerebral performance category (CPC). Concerned occurrence place of cardiac arrest, 11.3% (16 patients) of the in-emergency room group (total 288 patients) were discharged alive. Also, 9.4% (27 patients) of the In-emergency room group got a good score on the CPC. In the other two-group cases, 7.1% (10 patients) of pre-hospital group (total 141 patients) and 6,2% (4 patients) of in-ward group (total 64 patients) got a good score on the CPC. These results indicate that both the rates of alive discharge and a good CPC score of the in-emergency room group are higher than in out-of-emergency room. This difference might be due to the fact that patients could get the more immediate ACLS by emergency medicine doctors if cardiac arrest occurs in emergency room than other places.