Sosa AAL

Language: Spanish
References: 13
Page: 25-29
PDF size: 192.97 Kb.

ABSTRACT

Introduction: Peter Safar defined basic, advanced and intensive early resuscitation actions for sudden death. The chain of life was described later, and perfected in the ILCOR 2010 agreements with post-resuscitation care. It is proved that an immediate process of basic cardiopulmonary resuscitation followed by advanced life support may reach a 100 % survival rate; a 90 % survival rate at one minute, and only 10% at 4 minutes. The Emergency Medical Systems cannot be on time, it is needed a previous support, on arrival, from trained people, as in hospitals where nurses initiate immediate basic resuscitation.
Objectives: To define the types of courses to ensure an effective resuscitation sequence, specify to whom the various courses must be addressed and the curriculum to include them, and propose a methodology for the retention of knowledge and skills.
Method: Review the topic and, through an expert workshop, discuss and propose how to meet the objectives.
Results: The basic resuscitation course was identified as the first link in the teaching chain for achieving the best outcome in dealing with sudden death, without including defibrillation. The second link identified was the course of basic resuscitation with defibrillation. The selection and preparation of instructors, course repetition, ways to remember the protocols and periodic evaluations are recommended to ensure retention of knowledge and expertise in resuscitation. The third teaching link is the ad-vanced cardiopulmonary resuscitation course and the fourth is the initial course on intensive care. The fifth link is the one involving the organization for cardiopulmonary resuscitation; it is needed for medical and nursing managers, and for specialists.
Conclusions: The chain of courses to deal with sudden death must correspond to the chain of life. Different course models are defined, as well as the people who must take them and a proposal for their inclusion in the curriculum. The replication of these courses and subsequent periodic evaluations will determine the retention of knowledge and skills. The training and accreditation of instructors is a guarantee of the quality of these courses.

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