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References 172 | P a g e Thoren, A., Axelsson, A., & Herlitz, J. (2007). DVD-based or instructor led CPR education – A comparison. Resuscitation, 72(2), 333-336. doi:10.1016/j.resuscitation.2006.09.013 Todd, K. H., Braslow, A., Brennan, R. T., Lowery, D. W., Cox, R. J., Lipscomb, L. E., & Kellermann, A. L. (1998). Randomized, controlled trial of video self-instruction versus traditional CPR training. Annals of Emergency Medicine, 31(3), 364 – 369. doi:10.1016/S0196-0644(98)70348-8 Todd, K. H., Heron, S. L., Thompson, M., Dennis, R., O‘Connor, J., & Kellermann, A. L. (1999). Simple CPR: A randomized, controlled trial of video self-instructional cardiopulmonary resuscitation training in an African American church congregation. Annals of Emergency Medicine, 34(6), 730–737. doi:10.1016/S0196-0644(99)70098- 3 Tsitlik, J. E., Weisfeldt, M. L., Chandra, N., Effron, M. B., Halperin, H. R., & Levin, H. R. (1983). Elastic properties of the human chest during cardiopulmonary resuscitation. Critical Care Medicine, 11(9), 685-691. Retrieved from http://journals.lww.com/ccmjournal/pages/default.aspx Turley, A. J., Bone, G., Garcia, L., & Gedney, J. (2005). Cardiopulmonary resuscitation training: In need of some critical care? British Journal of Anaesthesia, 95(5), 721. doi:10.1093/bja/aei610 Vaillancourt, C., Grimshaw, J., Brehaut, J. C., Osmond, M., Charette, M. L., Wells, G. A., & Stiell, I. G. (2008). A survey of attitudes and factors associated with successful cardiopulmonary resuscitation (CPR) knowledge transfer in an older population most likely to witness cardiac arrest: Design and methodology. BMC Emergency Medicine, 8, 13-23. Retrieved from http://www.biomedcentral.com/ Van Berkom, P., & Noordergraaf, G. J. (2008). Integrated resuscitation simulators should retain \"basic\" options. Comment on: Resuscitation, 73(2):202-211. doi:10.1016/j.resuscitation.2007.01.005; Source: Resuscitation, 76(3), 485-6. doi: 10.1016/j.resuscitation.2007.08.007 Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

References 173 | P a g e Van Berkom, P. F. J., Noordergraaf, G. J., Scheffer, G. J., & Noordergraaf, A. (2008). Does use of the CPREzy (TM) involve more work than CPR without feedback? Resuscitation, 78(1), 66-70. doi:10.1016/j.resuscitation.2008.01.024 Van der Heide, P. A., van Toledo-Eppinga, L., van der Heide, M., & van der Lee, J. H. (2006). Assessment of neonatal resuscitation skills: a reliable and valid scoring system. Resuscitation, 71(2), 212-221. doi:10.1016/j.resuscitation.2006.04.009 Verplancke, T., De Paepe, P., Calle, P. A., De Regge, M., Van Maele, G., & Monsieurs, K. G. (2008). Determinants of the quality of basic life support by hospital nurses. Resuscitation, 77(1), 75-80. doi:10.1016/j.resuscitation.2007.10.006 Wang, E. E., Quinones, J., Fitch, M. T., Dooley-Hash, S., Griswold-Theodorson, S., Medzon, R., . . . Clay, L. (2008). Developing technical expertise in emergency medicine: The role of simulation in procedural skill acquisition. Academic Emergency Medicine, 15(11), 1046-1057. doi: 10.1111/j.1553-2712.2008.00218.x Wayne, D. B., Butter, J., Siddall, V. J., Fudala, M. J., Wade, L. D., Feinglass, J. & McGaghie, W. C. (2006). Mastery learning of advanced cardiac life support skills by internal medicine residents using simulation technology and deliberate practice. Journal of General Internal Medicine, 21(3), 251-256. doi: 10.1111/j.1525- 1497.2006.00341.x Wayne, D. B., Fudala, M. J., Butter, J., Siddell, V. J., Feinglass, J., Wade, L. D., & McGaghie, W. C. (2005). Comparison of two standard-setting methods for advanced cardiac life support training. Acedemic Medicine, 80(10), S63-S66. Retrieved from http://journals.lww.com/academicmedicine/pages/default.aspx Wenzel, V., Lehmkuhl, P., Kubilis, P. S., Idris, A. H., & Pichlmayr, I. (1997). Poor correlation of mouth-to-mouth ventilation skills after basic life support training and 6 months later. Resuscitation, 35(2), 129–134. doi:10.1016/S0300-9572(97)00044-0 West, H. (2000). Basic infant life support: retention of knowledge and skill. Paediatric Nursing, 12, 34–37.Retrieved from http://nursingchildrenandyoungpeople.rcnpublishing.co.uk/ Wexley, K. N. (1984). Personnel training. Annual Review of Psychology, 35, 519-551. doi: 10.1146/annurev.ps.35.020184.002511 Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

References 174 | P a g e Whitcomb, J. J., & Blackman, V. S. (2007). Cardiopulmonary resuscitation: How far have we come? Dimensions of Critical Care Nursing, 26 (1): 1-8. Retrieved from http://journals.lww.com/dccnjournal/pages/default.aspx White, R. D. (2006). 2005 American Heart Association guidelines for cardiopulmonary resuscitation: Physiological and educational rationale for changes. Mayo Clinic Proceedings, 81(6), 736-740. doi:10.4065/81.6.736 Whitfield, R. H., Newcombe, R. G., & Woollard, M. (2003). Reliability of the Cardiff test of basic life support and automated external defibrillation version 3.1. Resuscitation, 59(3), 291-314. doi:10.1016/S0300-9572(03)00246-6 Wik, L., Myklebust, H., Auestad, B. H., & Steen, P. A. (2002). Retention of basic life support skills six months after training with an automated voice advisory manikin system without instructor involvement. Resuscitation, 52(3), 273-279. doi:10.1016/S0300-9572(01)00476-2 Wik, L., Thowsen, J., & Steen, P. A. (2001). An automated voice advisory manikin system for training in basic life support without an instructor. A novel approach to CPR training. Resuscitation, 50(2), 167–172. doi:10.1016/S0300-9572(01)00331-8 Wilkinson, J., & Chu, S. (1999). Development of an effective model for delivery of continuing professional education programs for Division 1 Registered Nurses on the staff of the Austin and Repatriation Medical Centre. [Unpublished Research Proposal]. Melbourne, Australia: Nursing Education & Research Centre, Austin & Repatriation Medical Centre. Wilson, J. (1994). CPR training based on practice that ensures reliable performance? Occupational Health & Safety, 63(10), 152-156, October 1994. Retrieved from http://ohsonline.com/ Woollard, M., Whitfield, R., Smith, A., Colquhoun, M., Newcombe, R.G., Vetter, N., & Chamberlain, D. (2004). Skill acquisition and retention in automated external defibrillator (AED) use and CPR by lay responders: a prospective study. Resuscitation, 60(1), 17–28. doi:10.1016/j.resuscitation.2003.09.006 Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

References 175 | P a g e Woollard, M., Whitfield, R., Newcombe, R. G., Colquhoun, M., Vetter, N., & Chamberlain, D. (2006). Optimal refresher training intervals for AED and CPR skills: a randomized controlled trail. Resuscitation, 71(2), 237-247. doi:10.1016/j.resuscitation.2006.04.005 Zaheer, H., & Haque, Z. (2009). Awareness about BLS (CPR) among medical students: Status and requirements. Journal of the Pakistan Medical Association, 59(1), 57-59. Retrieved from http://www.jpma.org.pk/ Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

References 176 | P a g e Website Addresses Australian Red Cross: http://www.redcross.org.au/default.asp Australian Resuscitation Council: http://www.resus.org.au/ American Heart Association website: http://www.americanheart.org Community Services & Health Industry Skill Council: http://www.cshisc.com.au/index.php European Resuscitation Council (UK): www.resus.org.uk ILCOR: http://www.erc.edu/index.php/ilcor/en/ Resuscitation Council (UK): http://www.resus.org.uk Surf Life Saving Australia: http://www.sls.com.au/getinvolved/first-aid St John Ambulance Australia: http://www.stjohnvic.com.au/ Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix A1 La Trobe University Human Ethics Approval Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 178 | P a g e Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix A2 Austin & Repat Medical Centre Human Research Ethics Committee Approval Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 180 | P a g e Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 181 | P a g e Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix A3 Permission to use Austin & Repat Medical Centre BLS CD and BLS Assessment Form Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 183 | P a g e Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix A4 Ethical considerations Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 185 | P a g e Ethical Considerations Participant confidentiality. The data record forms (BLS training time allocation, questionnaire, BLS assessment, and program evaluation forms), and electronic copies did not identify individual participants. Each participant was allocated a number, which they recorded on the forms used. All data was kept separately from the list of names and code numbers, which was kept in a locked cabinet in the supervisor‘s office in the School of Public Health. Participants were assured that they would not be identified in any report or publication arising from the study. No information capable of identifying a particular individual will be published or reported in any other form. As successful completion of a BLS assessment was a course requirement, a copy of the BLS assessment form, with the inclusion of the participant‘s name, was provided to the university / hospital, to be retained in the participant‘s personnel/student file retained by the institution. Participation numbers allocated in the study were removed on the copy provided for the participant‘s file. No other information relating to their participation appeared in this confidential file. The above measures ensured individual‘s confidentiality. During project. Data record forms were stored in a locked filing cabinet located within the School of Public Health. Only the supervisor and researcher had access to the cabinet. However, during analysis and write up of the study, data needed to be kept at the researcher‘s home. In this circumstance the researcher ensured that the data record forms were secured within a locked filing cabinet and computer records were kept in a password protected computer to which only the researcher has access. Personal identifying information did not appear on data sheets or electronic copies and codes linking individuals to data were stored separately in a locked cabinet. Following completion of project. On completion of the study, all data will be kept securely at the university for seven years. Authorised persons within the university or hospital may inspect participant‘s records for purposes of data audit (e.g. Ethics committee, regulatory bodies). After seven years the data record sheets will be destroyed, computer records deleted and any other paper records destroyed. Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix B1 Participant information and consent form Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 187 | P a g e La Trobe University Participant Information & Consent Form Project Title: An Alternative Approach to the Delivery of Education for Health Professionals1. Senior Investigator: Dr Jane Pierson School of Public Health La Trobe University Researcher: Karen Mardegan Professional Doctorate Student School of Public Health La Trobe University What is the Research Project about? As part of my professional doctorate studies at La Trobe University, I am conducting a research study that aims to evaluate the effectiveness of the compact disc (an electronic data storage device) as a nursing education delivery method. In order to evaluate the CD approach, the project will compare Traditional lecture/demonstration Basic Life Support (BLS) training with a newly developed BLS training CD produced by the Austin & Repatriation Medical Centre (A&RMC). It is hoped that this project will demonstrate that educational CDs can at the very least support Traditional educational delivery methods if not supersede them. Why am I being asked to be in this research project? Basic Life Support (BLS) skills training and assessment is currently a required component of the A&RMC Graduate Nurse Year program. However, participation in this research study is entirely voluntary. If you chose not to participate, you will still be able to complete the BLS skills training and required assessment during allocated class time, and you will therefore not be disadvantaged or inconvenienced in any way if you choose not to participate in, or to withdraw from, the study. What do I need to do to be in this research project? Participants in the study will be randomly assigned to one of two BLS skills training programs (Traditional or CD). The Traditional program (which runs in class time), consists of a practise/demonstration tutorial, and takes two hours in total. These sessions will be held in allocated classrooms at the A&RMC. The CD program provides participants with access to the BLS CD and a Resusci Anne® Manikin. Participants in the CD program will attend viewing sessions totalling two hours. These sessions will be held in the computer lab at the Austin or Repatriation campus. The two hours is equivalent to the current time commitment required in the BLS component of graduate nurse year program. On completion of one of the BLS skills training sessions, study participants will be required to: complete an Adult BLS assessment one week & two months after the program, and complete a questionnaire prior to each BLS assessment & a program evaluation form at the time of the one week assessment. 1 Project Title changed after data collection to: Basic Life Support training for nurses: evaluating an alternative CD-based approach. Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 188 | P a g e The questionnaire you will be asked to complete contains questions relating to: age group, gender, computer literacy, education, previous BLS experience, previous BLS emergency experience, knowledge, and motivation to learn BLS. The program evaluation form has a series of questions that seek the participant‘s opinions about the training program. The BLS assessments will take 15 mins to complete each time and 10 minutes will also be required each time to complete the questionnaire. A further 10 minutes will be needed to complete the program evaluation form at the time of the one week assessment. The assessments will be conducted at a pre- arranged time in the allocated classrooms at the A&RMC during study days or in the clinical area. Any participant who is judged not competent in the first BLS assessment will require a further training session, conducted by the student researcher. The time and place of this session will be negotiated with the Graduate Nurse Year Co-ordinator. The BLS training and assessments completed as part of the study will also fulfil the BLS training /assessment requirements of the graduate nurse year program What will be done to make sure the information is confidential? Information contributed by individuals will remain confidential and will be reported and published only as group data. All information collected will remain confidential and will be stored as is required in a locked cupboard at the university for seven years. Participant records may be inspected only for purposes of data audit by authorised persons within the institution (e.g.; Ethics Committee) or outside (e.g.: sponsors or regulatory bodies). The results of this project will appear in a thesis to be written by Ms Karen Mardegan, in journal publications and in presentations at conferences, but you will not be able to be identified in any of these reports. Who should I contact if I have any questions or concerns? If you have any questions about the study, please contact senior investigator Dr Jane Pierson on 94793577. If you have any complaints or queries that the investigators have been unable to answer, or wish to contact someone, independent of the study, about ethical issues or your rights, you may contact either the Secretary of the Faculty Human Ethics Committee, Faculty of Health Sciences, La Trobe University, Bundoora, Victoria 3083, Ph. 94793573 or Mr. Stephen Duns, Chairman of the Austin & Repatriation Medical Centre Human Research Ethics Committee, Phone 5425 5475.‖ Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 189 | P a g e I, ………………………………………………….., have read and understood the information above, and any questions have been answered to my satisfaction. I agree to participate in this project, realising that I may withdraw at any time. I agree that research data collected during the project may be included in a thesis, presented at conferences and published in journals, on condition that my name is not used. My agreement is based on the understanding that the study involves: Participating in a Basic Life Support (BLS) Program Completing BLS assessments one week & two months after the program, and Completing a questionnaire prior to each assessment & a program evaluation form at the one week assessment. Completing an additional training session if I do not perform competently in the first assessment. I hereby voluntarily consent and offer to take part in this study. NAME OF PARTICIPANT (in block letters): …………………………………………………. Signature: …………………………………. Date / Time: ..………………………….. NAME OF SENIOR INVESTIGATOR (in block letters): …………………………………….. Signature: ………………………………… Date / Time: …………………………… NAME OF RESEARCHER (in block letters): ………………………………………………… Signature: ………………………………… Date / Time: …………………………… Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix B2 Austin & Repatriation Medical Centre Participant Information Sheet Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 191 | P a g e Version: 1 Date: 29/10/02 Participant Information Sheet Project Title: An Alternative Approach To The Delivery Of Education For Health Professionals2. Principal Investigator: Karen Mardegan, Professional Doctorate Student, School of Public Health, La Trobe University Supervisor: Dr Jane Pierson, School of Public Health, La Trobe University What is the Research Project about? You are invited to participate in a research study that aims to evaluate the effectiveness of the compact disc (an electronic data storage device) as a nursing education delivery method. Karen Mardegan is conducting the study as part of her Doctoral studies at La Trobe University. In order to evaluate the compact disc (CD) approach, the project will compare Traditional lecture/demonstration Basic Life Support (BLS) training with a newly developed BLS training CD produced by the Austin & Repatriation Medical Centre (A&RMC). It is hoped that this project will demonstrate that educational CDs can at the very least support Traditional educational delivery methods if not supersede them. 2 Project Title changed after data collection to: Basic Life Support training for nurses: evaluating an alternative CD-based approach. Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 192 | P a g e Why am I being asked to be in this research project? Basic Life Support skills training and assessment is currently a required component of the A&RMC Graduate Nurse Year program. However, participation in this research study, (which includes a BLS skills training component and assessment) is entirely voluntary and can be terminated at any time without prejudice. If you chose not to participate, or terminate participation during the course of the study you will still be able to complete the BLS skills training and assessment requirements of the graduate nurse year program during allocated class time, and you will therefore not be disadvantaged or inconvenienced in any way if you choose not to participate in, or to withdraw from, the study, however your participation would be appreciated. What do I need to do to be in this research project? Participants in the study will be randomly assigned to one of two BLS skills training programs (Traditional or CD). Random assignment is like tossing of a coin, heads go to one group and tails to the other. The Traditional program (which runs in class time), consists of a practise/demonstration tutorial, and takes two hours in total. These sessions will be held in allocated classrooms at the A&RMC. The CD program provides participants with access to the BLS CD and a Resusci Anne® Manikin. Participants in the CD program will attend viewing sessions totalling two hours, in class time and will not do the Traditional alternative. The CD sessions will be held in the computer lab at the Austin or Repatriation campus. The two hours is equivalent to the current time commitment required in the BLS component of the graduate nurse year program. On completion of one of the BLS skills training sessions, study participants will be required to: complete an Adult BLS assessment one week & two months after the program, and complete a questionnaire prior to each BLS assessment & a program evaluation form at the time of the one week assessment. The questionnaire you will be asked to complete contains questions relating to: age group, gender, computer literacy, education, previous BLS experience, previous BLS emergency experience, BLS knowledge, and motivation to learn BLS. The program evaluation form has a series of questions that seek the participant‘s opinions about the training program. The BLS assessments will take 15 mins to complete each time and 10 minutes will also be required each time to complete the questionnaire. A further 10 minutes will be needed to complete the program evaluation form at the time of the one week assessment. The assessments will be conducted at a pre-arranged time in the allocated classrooms at the A&RMC during study days or in the clinical area. Any participant who is judged not competent in the first BLS assessment will be given a further training session and assessment. The BLS training and assessments completed as part of the study will also fulfill the BLS training/assessment requirements of the graduate nurse year program. What will be done to make sure the information is confidential? Information contributed by individuals will be confidential and will be reported and published only as group data, so that no data capable of identifying a particular individual will be published. All information collected will remain confidential and will be stored as is required in a locked cupboard at the university for seven years. Participant records may be inspected only for purposes of data audit by authorised persons within the institution (e.g.; Ethics Committee) or outside (e.g.: sponsors or regulatory bodies). The results of this project will appear in a thesis to be written by Ms Karen Mardegan, in journal publications and in presentations at conferences, but you will not be able to be identified in any of these reports. Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 193 | P a g e Who should I contact if I have any questions or concerns? You are welcome to ask the researcher, Ms Mardegan any questions you have about the study. If you have any questions about the study which Ms Mardegan has not answered, please telephone Ms Mardegan‘s research supervisor, Dr Jane Pierson, on 94793577 or write to her at the School of Public Health, La Trobe University, Vic 3086. If you have any complaints or queries that the researcher and supervisor have been unable to answer, or wish to contact someone, independent of the study, about any complaints, ethical issues or your rights, you may contact Mr Stephen Duns, Chairman of the Austin & Repatriation Medical Centre Human Research Ethics Committee, Phone 5425 5475. Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix B3 Austin & Repatriation Medical Centre Participant Consent Form Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 195 | P a g e Version: 1 Date: 29/10/02 Consent Form to Participate in Research Project Title: An Alternative Approach To The Delivery Of Education For Health Professionals3. I, ..........................................................., have been invited to participate in the above study, which is being conducted under the direction of (Principal Investigator) Karen Mardegan. I understand that while the study will be under her supervision, other relevant and appropriate persons may assist or act on her behalf. My agreement is based on the understanding that the study involves: completion of a BLS skills training program completion of an Adult BLS assessment one week & two months after the completion of the training program completion of a questionnaire prior to each BLS assessment & a program evaluation form at the time of the one week assessment. completing an additional training session and assessment if I do not perform competently in the first assessment. Is this a drug trial? No The study may involve the following risks, inconvenience and discomforts, which have been explained to me: Time required to complete the study‘s second assessment, questionnaire, and the program evaluation form, which are additional to those study requirements of training and assessment that are also requirements of the graduate nurse training program. I have received and read the attached ‗Participant Information Sheet‘ and understand the general purposes, methods and demands of the study. All of my questions have been answered to my satisfaction. I understand that the study may not be of direct benefit to me. I can withdraw or be withdrawn by the Principal Investigator from this study at any time, without prejudice. I consent to the publishing of results from this study provided my identity is not revealed. I hereby voluntarily consent and offer to take part in this study. Date: Time: Signature (Participant) Time: Time: Witness to signature Date: Signature (Investigator) Date: One copy to be given to participant, one copy filed in participant’s personnel file 3 Project Title changed after data collection to: Basic Life Support training for nurses: evaluating an alternative CD-based approach. Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix C Calculation of Power Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 197 | P a g e Sample size was computed as follows (Cohen, 1988): 2 N = 2 ___ d2 where: [ (delta) at power of 0.80 = 2.80 (power of 80% is general convention)]. d = effect size = .60 (exploratory study so set effect size at medium – large according to Cohen‘s effect size values, which are based on % overlap). 2.80 2 N = 2 ______ = 43.56 0.6 N = 44 per sample (group) Total N = 88 Figure C2.1 Sample size calculation and power analysis Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix D1 Inter-rater Reliability for Competent/Not Competent Results Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 199 | P a g e Table D2.1: The competent/not competent results of the assessments that were doubly assessed to determine inter-rater reliability. ASSESSOR INTER-RATER RELIABILITY ASSESSORS COMPETENT NOT COMPETENT NOVICE COHORT n % n% % Agreement Researcher Assessor 2 4 44.4 5 55.6 100% (n=9) 4 44.4 5 55.6 100% Researcher 100% Assessor 3 5 71.4 2 28.6 (n=7) 5 71.4 2 28.6 Researcher Assessor 4 3 50.0 3 50.0 (n=6) 3 50.0 3 50.0 PRACTISING NURSES COHORT 6 85.7 1 14.3 100% Researcher 6 85.7 1 14.3 100% Assessor 5 100% (n=7) 4 80.0 1 20.0 Researcher 4 80.0 1 20.0 Assessor 6 (n=5) 5 83.3 1 16.7 Researcher 5 83.3 1 16.7 Assessor 7 (n=6) Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix D2 Inter-rater Reliability for Ordinal Scale Rating Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 201 | P a g e Table D2.2: The BLS Skill performance scores that were doubly assessed to determine inter-rater reliability. ASSESSOR INTER-RATER RELIABILITY ASSESSORS NOT QUESTIONABLE COMPETENT VERY OUTSTANDING COMPETENT COMPETENCE n% GOOD n% % n% n% n% Agreement NOVICE 1 11.1 COHORT 1 11.1 100% Researcher 0 0.0 5 55.5 0 0.0 3 33.3 0 0.0 Assessor 2 0 0.0 5 55.5 0 0.0 3 33.3 0 0.0 100% (n=9) 0 0.0 Researcher 0 0.0 2 28.6 0 0.0 5 71.4 0 0.0 100% Assessor 3 0 0.0 2 28.6 0 0.0 5 71.4 (n=7) 2 28.6 2 28.6 100% Researcher 0 0.0 3 50.0 0 0.0 3 50.0 Assessor 4 0 0.0 3 50.0 0 0.0 3 50.0 1 20.0 (n=6) 1 20.0 100% PRACTISING 0 0.0 NURSES 0 0.0 100% COHORT Researcher 0 0.0 1 14.3 0 0.0 4 57.1 Assessor 5 0 0.0 1 14.3 0 0.0 4 57.1 (n=7) Researcher 0 0.0 1 20.0 0 0.0 3 60.0 Assessor 6 0 0.0 1 20.0 0 0.0 3 60.0 (n=5) Researcher 0 0.0 1 16.7 0 0.0 5 83.3 Assessor 7 0 0.0 1 16.7 0 0.0 5 83.3 (n=6) Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix E Days Between Training & Testing Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 203 | P a g e Table E2.1: Days between training and testing between the CD and Traditional training methods. DAYS BETWEEN TRAINING & TESTING COHORT CD TRADITIONAL m m sd t sd df p POST TEST 1 NOVICE (n = 87) (n = 72) 6.12 0.89 8.26 108 8.69 2.82 0.00 (n = 38) N/A PRACTISING NURSES (n = 34) 4 - -- 0.00 (n =110) 4- 5.06 1.251 5.74 286 COMBINED (n =121) 6.34 3.192 POST TEST 2 NOVICE (n = 52) (n = 41) 59.13 1.01 3.45 74 0.00 60.35 2.39 (n = 13) PRACTISING NURSES (n = 32) 59.0 3.77 0.94 30 0.35 57.8 3.30 (n =54) 59.07 1.857 1.32 133 0.189 COMBINED (n =84) 59.08 2.877 p ≤ 0.05; N/A = not applicable due to no variation in sample Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix F1 Questionnaire Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 205 | P a g e An Alternative Approach to the Delivery of Education for Health Professionals4. Participant’s Questionnaire Subject no:_______ Please tick the most appropriate response and/or respond as indicated: 1. DEMOGRAPHICS I.1. Age Group: 18-20 20-30 31-40 41-50 51 and above 1.2. Gender: Male Female 1.3. Education - Highest level of academic award obtained: PhD Master Bachelor Certificate Please specify discipline (e.g. General Nursing, Public Health, etc): __________________________________ 1.4. Current Studies (eg. Bachelor of Nursing 2nd year): __________________________________________ 1.5. Current employment (please specify): ____________________________________________________ 1..6. Current employment type: Permanent full time Permanent part time Casual 1.7. Are BLS skills required in your current employment? yes no 4 Project Title changed after data collection to: Basic Life Support training for nurses: evaluating an alternative CD-based approach. Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 206 | P a g e 1.8. Are BLS skills required in your current studies? yes no 1.9. Do you live with a person who is at high risk of requiring BLS? yes no 2. COMPUTER LITERACY 2.1 Computer access at home: Have access to a computer at home yes no Have access to a modem for Internet connection at home yes no Have access to the Internet from home yes no 2.2 Frequency of computer usage (total use at home and at work): Not at all Occasionally (less than once a week) Once a week Variable number of times per week Once a day All the time 2.3. Computer usage experiences: No experience at all yes no no Have begun to explore the use of computer applications such as a word processor no yes no Can use one computer application for general purposes yes no Please specify application used (e.g. word processor, spread sheet, databases): ________________________________________________________________ Can use one computer application proficiently yes Please specify application used (e.g. word processor, spread sheet, databases): ________________________________________________________________ Can use two or more computer applications for general purposes yes Please specify application used (e.g. word processor, spread sheet, databases): ________________________________________________________________ Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 207 | P a g e Can use two or more computer applications proficiently yes no no Please specify application used (e.g. word processor, spread sheet, databases): no ________________________________________________________________ no no Can transfer data between applications yes no Please specify application used (e.g. word processor, spread sheet, databases): ________________________________________________________________ Can use Internet applications for general purpose yes Please specify application used (e.g. email): ________________________________________________________________ Can use Internet applications proficiently (e.g. search successfully for information pertaining to a specific topic): yes Please specify application used (e.g. search engine): ________________________________________________________________ Can design computer applications at beginner level yes Expert in computer applications design yes 3. PREFERRED EDUCATION MODE 3.1. Delivery of education contents: Education materials may be delivered in the following modes. Which do you prefer ? Face-to -face lectures Print-based (on paper) self directed learning packages Self directed learning packages on CD ROM Self directed learning packages on Internet No preference Unable to comment Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 208 | P a g e 4.0 BASIC LIFE SUPORT (BLS) EXPERIENCE yes no 4.1. Have you had previous BLS education? If so please specify name of program and date: ____________________________________________ 4.2. Have you ever performed BLS in an emergency situation? yes no If yes please state when and where: ______________________________________________________ 4.3. Was this emergency situation during or after participating in this research project? yes no If yes please state when and where: ______________________________________________________ 4.4. How would you rate your BLS skills prior to participating 12345 in this program (1 = not competent 5 = outstanding) 4..5. How would you rate your BLS skills after completing the 12345 program (1 = not competent 5 = outstanding) 4.6. Prior to participating in the program, if you were required to perform BLS in an emergency: Do you think you would have been able to? yes no How confident do you think you would have felt? 12345 (1 = not confident 5 = very confident) 4.7. Following completion of the program, if you were now required to perform BLS in an emergency: Do you think you could? yes no How confident do you feel? 12345 (1 = not confident 5 = very confident) 4.8 Have you practised in preparation for the assessment today yes no (other than in the training sessions)? 5.0. BASIC LIFE SUPPORT KNOWEDGE 5.1. Define Respiratory Arrest: ________________________________________________________________________________________________ Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 209 | P a g e 5.2. List four (4) Causes of Respiratory Arrest: 5.3. Define Cardiopulmonary Arrest: ____________________________________________________________________________________________ 5.4. List four (4) causes of Cardiac Arrest: 5.5. List 5 potential complications of performing cardiopulmonary resuscitation: 5.6. What are the three main drugs most commonly used in cardiac arrest situations? THANK YOU FOR YOUR PARTICIPATION ! Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendix F2 2nd Questionnaire Basic life support training for nurses: Karen Mardegan evaluating an alternative CD-based approach

Appendices 211 | P a g e An Alternative Approach to the Delivery of Education for Health Professionals5. Participants 2nd Questionnaire Subject no:_______ 1.0 BASIC LIFE SUPORT (BLS) EXPERIENCE 1.1. Have you had previous BLS education? yes no If so please specify name of program and date: ____________________________________________ 1.2. Have you ever performed BLS in an emergency situation? yes no If yes please state when and where: ______________________________________________________ 1.3. Was this emergency situation during or after participating in this research project? yes no If yes please state when and where: ______________________________________________________ 1.4. How would you rate your BLS skills prior to participating 12345 in this program (1 = not competent 5 = outstanding) 1..5. How would you rate your BLS skills after completing the 12345 program (1 = not competent 5 = outstanding) 1.6. Prior to participating in the program, if you were yes no required to perform BLS in an emergency: 12345 Do you think you would have been able to? How confident do you think you would have felt? (1 = not confident 5 = very confident) 5 Project Title changed after data collection to: Basic Life Support training for nurses: evaluating an alternative CD-based approach. Basic life Support training for nurses: Karen Mardegan evaluating an alternative CD-based approach