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doi: 10.1111/j.1742-6723.2006.00889.x Emergency Medicine Australasia (2006) 18, 335–336 © 2006 The Authors Journal compilation © 2006 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine Blackwell Publishing AsiaMelbourne, AustraliaEMMEmergency Medicine Australasia1742-6731© 2006 The Authors; Journal compilation © 2006 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine200618••335336ArticlesCardiopulmonary resuscitationAustralian Resuscitation Council Australian Resuscitation Council. http://www.resus.org.au/ GUIDELINE 9.1.1 Cardiopulmonary resuscitation training: Australian Resuscitation Council Guideline 2004 Australian Resuscitation Council 9.1.1 Cardiopulmonary Resuscitation Training Introduction The Australian Resuscitation Council has a philosophy of ‘Any attempt at resuscitation is better than no attempt’. Participation in training courses is known to increase bystander CPR and improve the outcomes of victims. The Guidelines in this manual are based on the best evidence available combined with the educational premise of ‘simple is best’. The trainers of resuscitation techniques should base their teaching on the target audience and its educational needs. Therefore some modification to the guidelines may be necessary to ensure that simple, sensible resuscitation practices are taught and learned. Specific recommendations The ARC supports the statements and recommendations contained in the ILCOR Advisory Statement ‘Education in Resuscitation’. 1 Learning objectives for training of lay rescuers must include the following: recognition of an emergency, ability to call an emergency response number, competence in ventilation and compression skills, and emotional preparation for the capability to act in an emergency. CPR training of laypersons should follow an organized plan of implementation that targets those most likely to encounter victims of cardiac arrest as well as young persons such as school children. Access to training courses or self-instruction must be readily available in the community. The definition of specific characteristics and needs of each training group should be an initial step in all curriculum development. Because conventional CPR instruction has not been sufficiently effective in developing skills performance, other instructional methods must be considered, including video-assisted instruction when more effective or appropriate. Certification may comprise a simple statement of course participation. The ARC further recommends: At the completion of the course learners must be able to demonstrate CPR skills and knowledge on a manikin. Trainers/facilitators (for courses for laypersons or healthcare professionals) must have received appropriate instruction in facilitation of learning and must attend training updates on a regular basis. Training should take place in an environment that is comfortable for learners and should use instructional methods that learners understand and use daily. The media should promote accounts and images of laypersons recognizing cardiac emergencies and intervening positively. Initial training must always include specific plans for refresher training. All healthcare professionals should be able to demonstrate competency in the skills of CPR and should be able to demonstrate their skills on a regular basis. Research in CPR training must be encouraged and developed. The educational efficacy of new course content or methods should be demonstrated before the course is widely conducted. Level of evidence Expert Consensus Opinion. Class of recommendtion Class A: Recommended.

Cardiopulmonary resuscitation training: Australian Resuscitation Council Guideline 2004

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Page 1: Cardiopulmonary resuscitation training: Australian Resuscitation Council Guideline 2004

doi: 10.1111/j.1742-6723.2006.00889.x

Emergency Medicine Australasia

(2006)

18

, 335–336

© 2006 The AuthorsJournal compilation © 2006 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine

Blackwell Publishing AsiaMelbourne, AustraliaEMMEmergency Medicine Australasia1742-6731© 2006 The Authors; Journal compilation © 2006 Australasian College for Emergency Medicine and Australasian Society forEmergency Medicine200618••335336Articles

Cardiopulmonary resuscitationAustralian Resuscitation Council

Australian Resuscitation Council. http://www.resus.org.au/

G

UIDELINE

9.1.1

Cardiopulmonary resuscitation training: Australian Resuscitation Council Guideline 2004

Australian Resuscitation Council

9.1.1 Cardiopulmonary Resuscitation Training

Introduction

The Australian Resuscitation Council has a philosophy of ‘Anyattempt at resuscitation is better than no attempt’. Participation intraining courses is known to increase bystander CPR and improvethe outcomes of victims. The Guidelines in this manual are based onthe best evidence available combined with the educational premise of‘simple is best’. The trainers of resuscitation techniques should basetheir teaching on the target audience and its educational needs.Therefore some modification to the guidelines may be necessary toensure that simple, sensible resuscitation practices are taught andlearned.

Specific recommendations

The ARC supports the statements and recommendations containedin the ILCOR Advisory Statement ‘Education in Resuscitation’.

1

• Learning objectives for training of lay rescuers must includethe following: recognition of an emergency, ability to call anemergency response number, competence in ventilation andcompression skills, and emotional preparation for the capability toact in an emergency.

• CPR training of laypersons should follow an organized plan ofimplementation that targets those most likely to encounter victimsof cardiac arrest as well as young persons such as school children.Access to training courses or self-instruction must be readilyavailable in the community.

• The definition of specific characteristics and needs of each traininggroup should be an initial step in all curriculum development.

• Because conventional CPR instruction has not been sufficientlyeffective in developing skills performance, other instructional

methods must be considered, including video-assisted instructionwhen more effective or appropriate.

• Certification may comprise a simple statement of courseparticipation.

The ARC further recommends:• At the completion of the course learners must be able to

demonstrate CPR skills and knowledge on a manikin.• Trainers/facilitators (for courses for laypersons or healthcare

professionals) must have received appropriate instruction infacilitation of learning and must attend training updates on aregular basis.

• Training should take place in an environment that is comfortablefor learners and should use instructional methods that learnersunderstand and use daily.

• The media should promote accounts and images of laypersonsrecognizing cardiac emergencies and intervening positively.

• Initial training must always include specific plans for refreshertraining.

• All healthcare professionals should be able to demonstratecompetency in the skills of CPR and should be able to demonstratetheir skills on a regular basis.

• Research in CPR training must be encouraged and developed. Theeducational efficacy of new course content or methods should bedemonstrated before the course is widely conducted.

Level of evidence

Expert Consensus Opinion.

Class of recommendtion

Class A: Recommended.

Page 2: Cardiopulmonary resuscitation training: Australian Resuscitation Council Guideline 2004

Australian Resuscitation Council

336

© 2006 The AuthorsJournal compilation © 2006 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine

Explanatory Note

The ARC has revised this guideline in line with the InternationalLiaison Committee on Resuscitation (ILCOR) statement onEducation in Resuscitation. The ILCOR statement iscomprehensive and represents the consensus opinion of thevarious resuscitation councils internationally. The purpose of theARC’s Guideline 9.1.1 is to reinforce within the Australian contextthe principles outlined in the ILCOR statement. Such principlesinclude aspects of course design and curricula, methods ofinstruction and course delivery and assessment. These issues areof considerable importance as new and novel methods of trainingand assessment continue to be developed.Guideline 9.1.1 is not designed to be a comprehensive documentaddressing all of these issues in detail but rather outlines thegeneral principles for resuscitation training at all levels withinAustralia. The ARC believes that organisations and individualsexperienced in resuscitation training are best positioned tocontextualise these principles into their training programs.

Reference

1. International Liaison Committee on Resuscitation. Education inResuscitation.

Resuscitation

2003;

59

: 11–43.

Further reading

ARC Guideline 9.1.2 CPR Instructor Competencies. http://www.resus.org.au/ARC Guideline 10.1.1 Protective Devices for Expired Air Resusci-tation (EAR). http://www.resus.org.au/