8 research outputs found
The effect of chest compression frequency on the quality of resuscitation by lifeguards. A prospective randomized crossover multicenter simulation trial
Background: The ability to perform high-quality cardiopulmonary resuscitation is one of the basicskills for lifeguards. The aim of the study was to assess the influence of chest compression frequency onthe quality of the parameters of chest compressions performed by lifeguards.Methods: This prospective observational, randomized, crossover simulation study was performed with40 lifeguards working in Warsaw, Wroclaw, and Poznan, Poland. The subjects then participated ina target study, in which they were asked to perform 2-min cycles of metronome-guided chest compressionsat different rates: 80, 90, 100, 110, 120, 130, 140, and 150 compressions per minute (CPM).Results: The study involved 40 lifeguards. Optimal chest compression score calculated by manikinsoftware was achieved for 110â120 CPM. Chest compression depth achieved 53 (interquartile range[IQR] 52â54) mm, 56 (IQR 54â57) mm, 52.5 (IQR 50â54) mm, 53 (IQR 52â53) mm, 50 (IQR 49â51)mm, 47 (IQR 44â51) mm, 41 (IQR 40â42) mm, 38 (IQR 38â43) mm for 80, 90, 100, 110, 120, 130,140 and 150 CPM, respectively. The percentage of chest compressions with the correct depth was lowerfor rates exceeding 120 CPM.Conclusions: The rate of 100â120 CPM, as recommended by international guidelines, is the optimalchest compression rate for cardiopulmonary resuscitation performed by lifeguards. A rate above 120 CPMwas associated with a dramatic decrease in chest compression depth and overall chest compressionquality. The role of full chest recoil should be emphasized in basic life support training
EpidemiologĂa de la enfermedad de Chagas en el municipio AndrĂ©s Eloy Blanco, Lara, Venezuela: infestaciĂłn triatomĂnica y seroprevalencia en humanos
Post return of spontaneous circulation factors associated with mortality in pediatric in-hospital cardiac arrest: a prospective multicenter multinational observational study
IntegraciĂłn de los medios informĂĄticos en la prĂĄctica curricular
Se utilizan los medios informĂĄticos como recurso didĂĄctico en EducaciĂłn Infantil (rincĂłn del ordenador) y EducaciĂłn Primaria. Pretende incorporar las nuevas tecnologĂas como un procedimiento innovador que permita adecuar a la realidad escolar objetivos y mĂ©todos que rompan la rigidez de libros y programas; favorecer los procesos y actividades de enseñanza y aprendizaje de manera significativa promoviendo la creatividad, la actividad y la reflexiĂłn del alumnado; desarrollar las competencias informĂĄticas del alumnado, vĂĄlidas personal y profesionalmente; aprovechar la curiosidad , la motivaciĂłn y el interĂ©s que las nuevas tecnologĂas informĂĄticas despiertan en el alumnado como estĂmulo para los aprendizajes escolares. Se evalĂșa el grado de adecuaciĂłn a los objetivos iniciales y el autonomĂa conseguida en el profesorado por medio de: dos cuestionarios (inicial y final), las conclusiones y propuestas de cada sesiĂłn y la valoraciĂłn grupal de las experiencias intercambiadas.Madrid (Comunidad AutĂłnoma). ConsejerĂa de EducaciĂłn y CulturaMadridMadrid (Comunidad AutĂłnoma). SubdirecciĂłn General de FormaciĂłn del Profesorado. CRIF Las Acacias; General Ricardos 179 - 28025 Madrid; Tel. + 34915250893ES