Final-year nursing students' foundational knowledge and self-assessed confidence in interpreting cardiac arrhythmias: A cross-sectional study. (February 2021)

• Record Type: Journal Article
• Authors: Chen, Yingyan; Nasrawi, Dima; Massey, Debbie; Johnston, Amy N.B.; Keller, Kathryn; Kunst, Elicia
• Is Part Of: Nurse education today. Volume 97(2021)
• Publication Date: 2021-02
• Subjects: Cardiac arrhythmia interpretation -- Cardiac rhythm interpretation -- Confidence -- ECG -- EKG -- Electrocardiogram interpretation -- Knowledge -- Nursing students; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2020.104699
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: Graduating nurses should possess knowledge and understanding of cardiac arrhythmia interpretation, so they can assess abnormal and life-threatening arrhythmias. However, literature around nursing students' foundational knowledge in cardiac arrhythmia interpretation remains scarce. Objectives: To examine final-year nursing students' foundational knowledge and self-assessed confidence in interpreting cardiac arrhythmias. Design: Cross-sectional study design. Settings: Two Australian universities (one regional and the other large metropolitan). Participants: Nursing students in the final year of a program of study leading to initial registration as a registered nurse. Methods: An online survey was adopted to examine final-year nursing students' foundational knowledge and their self-assessed confidence when interpreting cardiac rhythms. Results: A total of 114 participants completed surveys, representing a response rate of 22%. More than 70% of the participants were able to interpret asystole, sinus rhythm, and sinus bradycardia. Over 50% correctly identified ventricular tachycardia, atrial flutter, sinus tachycardia, atrial fibrillation, and ventricular fibrillation. Under 15% of the participants were able to interpret junctional rhythm, paced rhythm, and unifocal/multifocal premature ventricular contractions. Self-assessed confidence levels were generally lower than the accuracy rates of arrhythmia interpretation. Although many participants acknowledged that learning arrhythmia interpretation was difficult and challenging, most of them had positive perceptions and wanted to learn more. Conclusion: Nursing curricula need to be supported and strategies need to be implemented to standardise educational electrocardiogram interpretation programs, which are critical to improving final-year nursing students' foundational knowledge and confidence in interpreting cardiac arrhythmias and enhancing patient safety.