Song JL (CHLA), Nager AL, Chang TP, Schmidt A, Stavroudis TL

1. ALERT Presentation:
Teaching Infant CPR in the
Pediatric Emergency Department
Joo Lee Song, M.D.; Alan Nager, M.D., M.H.A.; Todd Chang, M.D.;
Anita Schmidt, M.P.H.; Theodora Stavroudis, M.D.
Children’s Hospital Los Angeles
INSPIRE @ IMSH 2016 – San Diego, CA / USA
International Network for Simulation-based Pediatric Innovation, Research and Education

2. No prior study has been conducted that looks at VSI (Video Self-
Instruction) infant CPR training completed in a pediatric emergency
department setting.
• Isbye et al.: Laypersons may learn BLS in 24 min using a personal
resuscitation manikin (Resuscitation, 2005): compared BLS
DVD/manikin vs. 6 hour course. Assessment after 3 months, equally
effective. (Denmark)
• Pierick et al.: Self-instructional CPR training for parents of high risk
infants (Resuscitation, 2012): used AHA/AAP’s Infant CPR Anytime®
Kit at the University of Iowa’s Children’s Hospital.
– Completed questionnaires at 4 and 12 months.
– Caregiver comfort increased over 12 months and parents continued
to review the kit during the first year.
International Network for Simulation-based Pediatric Innovation, Research and Education
Background

3. • P: Caregivers of infant patients
• I: Teaching infant CPR using “Infant CPR Anytime®” kits in the pediatric emergency
department
• C: The inpatient setting = Neonatal/Infant Critical Care Unit
• O:
 “Feasibility” of teaching based on:
 Learner:
 Education level, level of preparedness, receptiveness to learning (“teachability”) – (pre-intervention)
 Value/Importance: Perceived need for individual, perceived societal need, beneficial skill – (pre and
post-intervention)
 Course:
 Learner’s experience with disruptions, inattention, lack of completion (if applicable) – (post-
intervention)
 Learner’s reported level of satisfaction with course – (post-intervention)
 “Effectiveness” of teaching based on
 Objective measurements:
 Knowledge – (pre and post-test)
 Performance scores using Resusci® Baby QCPR® manikin – (pre and post-intervention)
 Subjective measurements:
 Learner’s comfort level with infant CPR – (pre and post-intervention)
 Learner’s confidence with infant CPR – (pre and post-intervention)
International Network for Simulation-based Pediatric Innovation, Research and Education
PICO / Research Question

4. International Network for Simulation-based Pediatric Innovation, Research and Education
Approach / Design
ED
Pre-Intervention Survey,
Pre-Test &
Pre-Intervention
Simulation Score
Post-Intervention Survey,
Post-Test &
Post-Intervention
Simulation Score
NICU
Pre-Intervention Survey ,
Pre-Test &
Pre-Intervention
Simulation Score
Post-Intervention Survey,
Post-Test &
Post-Intervention
Simulation Score
I I
(Non-randomized, Two Groups)

5. • ALERT Presentation (January 16, 2016)
• IRB Submission (January 2016)
• Recruitment / Data Collection (March 2016 – March 2017)
• Data Analysis (April 2017)
• Abstract Presentation (June 2017)
• Manuscript Preparation (July 2017)
International Network for Simulation-based Pediatric Innovation, Research and Education
Timeline

6. 1. What validated measurements of “feasibility” and
“effectiveness” exist in the education literature?
2. With a study population with expected high drop-out
rate, can the study be conducted without assessing
retention?
3. What funding resources/opportunities are available
pertinent to this study?
International Network for Simulation-based Pediatric Innovation, Research and Education
3 questions to improve study

7. At INSPIRE @ IMSH 2016:
-Evaluate study design and potential pitfalls
In 2 months:
-Make modifications to study design and submit IRB, begin
recruitment
International Network for Simulation-based Pediatric Innovation, Research and Education
Goals to accomplish

8. Joo Lee Song, M.D.
Children’s Hospital Los Angeles
josong@chla.usc.edu / (323) 361-2109
International Network for Simulation-based Pediatric Innovation, Research and Education
Contact Information