Comparison of cardiopulmonary resuscitation training methods for parents of infants at high risk for cardiopulmonary arrest.

Abstract

To compare three different methods of teaching CPR to parents of infants at high risk for sudden cardiopulmonary arrest and to identify characteristics that predict difficulty in learning CPR. We conducted a prospective, multicenter clinical trial of 480 parents and other infant caretakers. Subjects were randomly assigned to 1 of 3 CPR training protocols: an instructor-taught CPR class, an instructor-taught CPR class followed by a social support intervention, or a self-training video module. CPR proficiency was evaluated with the use of a CPR skills checklist. Of 480 subjects, 301 (63%) were able to demonstrate successful CPR after training. Univariate analysis revealed that unsuccessful learners were likely to be less educated, to have lower incomes, to never have attended a previous CPR class, and to have better psychosocial adjustment to their infant's illness, compared with successful learners. The proportion of successful learners was significantly higher in the 2 instructor-taught classes than in the self-training video class. Multiple logistic regression analysis was used to develop a predictive profile to describe unsuccessful learners. The following characteristics independently predicted unsuccessful learners: CPR learned in the self-training video group, fewer years of education, and better psychosocial adjustment. Most parents of infants at high risk for sudden death can demonstrate successful CPR skills at the completion of 1 class. However, a significant minority will require extra attention to be successful. Self-training video instruction may not be an adequate substitute for instructor-taught CPR.