Objective: Immediate Stroke Life Support (ISLS) is a simulation training course in acute stroke management that has been provided in Japan since 2006. Originally for physicians, this simulated training course has been modified to include other medical staff as well. Many nurses have attended an ISLS course in Yokohama, so the aim of the current study was to survey nurses to determine why they attended the course and whether their goals were met.
Methods: Sixty-six nurses who attended an ISLS course in Yokohama were surveyed regarding the purposes of their attendance and whether those purposes were fulfilled.
Results: For nurses, the purpose of their attendance was because: 1) they were involved in, or planned to be involved in, caring for stroke patients 2) they worked in a related department or unit such as the ICU or SCU, 3) they were interested in the treatment of stroke patients, 4) they wanted to become more proficient at caring for stroke patients, 5) they wanted to learn about assessment of levels of consciousness and the NIH Stroke Scale, 6) they wanted to conduct in-hospital training, or 7) they wanted to become an ISLS instructor. Most of the participants were satisfied with the course.
Conclusion: Many nurses take the ISLS course in order to improve their ability to manage stroke patients. Most nurses feel that systematic interventions are needed for acute stroke management. Simulated training in cardiopulmonary resuscitation is already widely conducted in Japan. However, ISLS is the only course that provides simulated training in neuroresuscitation. Nurses also take the ISLS course to learn skills that they can put to use at the hospital where they work.

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　We developed a disaster training system of triage and treatment using information technology for mass casualty. The system consists of a computer server, personal digital assistant (PDA) displays, exclusively designed software with victim database. Using victim data on a PDA display provided by computer server, trainees perform a virtual triage and selection of initial treatment for virtual victims in a virtual disaster field.

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　Many of the instructors of cardiopulmonary resuscitation (CPR) training are medical personnel. Instructors work independently, so the current study ascertained their motivation for serving as an instructor and factors for them to continue serving in that capacity. Written responses to a survey that was conducted from March–May 2013 were obtained and analyzed. Responses were from 53 CPR instructors at Yokohama ACLS (11 physicians or dentists, 30 nurses, 9 emergency medical technicians, and 3 paramedical personnel). Individuals had served as a CPR instructor for an average of 4–5 years. Reasons for becoming an instructor were “to increase [one's] skill level” for 62% of respondents, “to train more people in CPR training” for 24%, and “because some recommended that [one] do it” for 9%. In order to continue serving as an instructor, an individual needs “to maintain the level of his or her knowledge and skills” according to 37% of respondents, “to maintain one's level of motivation” according to 35%, “access to a support system” according to 11%, and “the ability to spend time [serving as an instructor]” according to 8%. Benefits of serving as an instructor were “sustaining or improving [one's] level of knowledge and skills related to CPR” according to 30% of respondents, “obtaining knowledge and skills related to training others” for 30%, “expanding [one's] circle of friends” according to 23%, and “gaining confidence” according to 5%. Detriments of serving as an instructor were “less free time” according to 65% of respondents, “fatigue” according to 13%, and “a lack of cooperation from [one's] place of work” according to 13%. Results revealed that maintaining or improving one's routine clinical proficiency as a result of serving as an instructor had an effect on whether one continued to serve in that capacity. Results also revealed that individuals need the understanding and cooperation of their workplace and family members so that they can spend time as instructors. Furthermore, results revealed that being able to balance the benefits and detriments of serving as an instructor is a factor for whether one continues to serve in that capacity.

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