Advanced Life Support Video Training Modalities: A Literature Review

Info Abstract


INTRODUCTION
Cardiac Arrest is the leading cause of death outside hospitals and inside hospitals [1].
Research in the United States shows as many as 70% of Out-of-Hospital Cardiac Arrests (OHCAs) occur at home, and about 50% are not witnessed [1], [2]. The outcome of OHCA was poor; only 10.8% of adult victims with nontraumatic heart attacks who had received resuscitation efforts from Emergency Medical Services (EMS) survived hospitalization. In-Hospital Cardiac Arrest (IHCA) had better outcomes, with 22.3% to 25.5% of adults still surviving [1]- [3]. This depends on the officer's ability to assist [2]. In a study conducted at a tertiary medical institution in Korea, the survival rates of heart attack patients in hospitals for 24-hour survival and discharge survival were 23.7 and 6.4%, respectively [1], [4]. These findings may be related to the healthcare provider's ability to perform Cardiopulmonary Resuscitation (CPR), in addition to the patient's age and health status, and also Advanced Life Support (ALS) [3], [4].
Advanced Life Support is the continuation of patient care after basic life support is well implemented. ALS aims to improve and restore ventilation, spontaneous circulation, and stability of the cardiovascular system [5], [6]. ALS procedures require certain medications and special equipment such as drug and fluid administration, electrocardiography, and fibrillation treatment. ALS and Cardiopulmonary Resuscitation (CPR) administered at the right time greatly help reduce mortality in medical emergencies [2], [4], [7]. Cardiopulmonary Resuscitation/Basic Life Support (BLS) and ALS competencies are fundamental skills that healthcare workers must possess [2], [8].  Aljohani et al [7] Saudi student nurses 123 nursing students

Quasi-experimental study
The test results showed that there were statistically significant differences between the mean scores of pre-tests and post-test, indicating that simulation has an effect on increasing the ACLS knowledge. Kose et al [22] Nursing student 65 nursing students A non-randomized quasi-experimental study Level of knowledge and practical skill scores were higher compared to pre-training scores. Tobase et al [20] 94 nursing students Quasi-experimental study The increase in the average grade after taking the online course was significant. Umuhoza et al [21] Nursing paediatric 57 nurses A prospective, before-and-after educational intervention study was performed Knowledge and high-quality onerescuer CPR skills improved significantly immediately after the training

Author
Population, Sample

Summary of Result
Zia Ziabari et al [24] Medical students 119 medical students A quasiexperimental study The mean awareness score of medical interns increased significantly in intervention and control group at second examination. But mean difference of awareness score, before and after the education, was significantly higher in intervention group. Moon and Hyun [25] 120 nursing students A randomized controlled design The CPR blended learning program that integrates video and face-toface lectures was effective in enhancing the knowledge and attitudes of nursing students. Park et al [26] [21], [22]. Studies conducted by [6] show that ACLS training is hybrid, which includes a mixture of non-face-to-face methods using videos or computer-based course materials, along with instructor-led face-to-face training using ACLS simulations, there was no significant difference, where the two methods were effective in increasing knowledge and nurses' skills about ACLS [11], [20]. Different findings suggest hybrid methods are more effective in facilitating knowledge retention and performance compared to standard instructor-led training [10] [18].
The training method in the form of videos has been widely applied because of various advantages and also seen from the results when compared to other methods there is no difference [11], [20], [24]. This is shown based on the results of a study in Northwest Nigeria that showed no significant difference between the self-instruction video training method and the instructor-guided direct training method on the level of knowledge and skills of CPR in nurses [12], [21], [30]. Self-instruction video training methods are suggested to be used to train more nurses in a more cost-effective manner to maximize the utilization of resources and nursing care quality [9], [12], [13] Knowledge and skills on basic life support improved significantly after the provision of training regardless of the respondents' occupation [20], [24]. Universal national video-based training modules in adapted languages are very effective to be developed focusing on all health workers in urban as well as rural [19] [21], [22].
Subgroup analysis suggested that digital resuscitation training may consider using a mixed learning approach with virtual patients, computer screen-based, video-based learning theory, and assessment, especially for CPR training among health profession ALS [28]. In [29] [29], [32].

CONCLUSION
The learning process through videos has proven effective in improving nurses' knowledge and skills about ALS. This is very useful considering that knowledge and skills of BLS / ALS in nurses are very important to improve the quality of service and this training must be done at least once a year.
The use of the video method provides convenience in its implementation and can include many participants.

ACKNOWLEDGEMENT
We would like to thank all the subjects who have been involved in this research. Thank you also to all supervisors.

CONFLICT OF INTEREST
No conflict of interest has been declared by any of the authors.

AUTHOR CONTRIBUTIONS
Each author significantly contributed to the following aspects of the paper: (1) formulating and planning the study, (2)