This study objectively assessed changes in the quality of cardiopulmonary resuscitation (CPR) Performed by 34 nurses outside of the emergency medicine field who had no prior experience with CPR. Aspects of CPR quality were assessed before nurses participated in a basic life support (BLS) course for healthcare providers and immediately and 3 months after the course completing the course. Overall, 49.4%, 58.5%, and 61.0% of the subjects performed chest compressions satisfactorily before, immediately after, and 3 months after the course, respectively. The compression depths were 43.4mm, 45.5mm, and 46.9mm before, immediately after, and 6 months after the course, respectively. The corresponding adequate recoil allowance rates were 91.5%, 92.7%, and 95.0%, respectively, and the corresponding correct compression performance rates were 28.4%, 31.7%, and 58.79% 6 months after the course, respectively. Correct hand positioning was used by 91.4%, 96.0%, and 96.3% of subjects before, immediately after, and 3 months after the course, respectively. All measured performance indices improved at 3 months after the BLS course. At this time point, the chest compression quality improved presumably because the course simulated a clinical setting and fostered a mindset that would allow the trainee to react under actual conditions. In the future, the chest compression quality should be assessed at 6 months and 1 year after course completion to facilitate decision-making regarding the methods of instruction needed to maintain CPR quality.

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　We held an “American Heart Association (AHA) Family & Friends®” CPR Course and assessed both the quality of basic life support (BLS) performed by 798 fourth-year students who were matriculated in the Faculty of Pharmacy before and after the course and investigated the usefulness and limitations of these education methods.
　After training, all assessments by an AHA-certified instructor indicating significantly higher implementation rates in activation of the emergency medical service (EMS) system (Pre-training: 88.9%, Post-training: 99.6%), rescue breathing (Pre-:35.7%, Post-: 78.0%), and requested an automated external defibrillator (AED) (Pre-:75.7%, Post-:99.7%) (p<0.05).
　Investigation of the mean times significantly reduced after the training (p<0.05), the mean times until activation of the EMS system (Pre-:13.5±8.7 s, Post-:9.2±28.5 s), the mean times interruption in chest compressions (Pre-:10.6±5.8 s, Post-:9.0±4.9 s) and the mean time from the arrival of the AED until the first shock (Pre-:76.5±16.5 s, Post-:54.7±8.1 s).
　The BLS skills significantly improved as a result of the training. However, the implementation rate for rescue breathing was lower than that for other skills. We believe the reason for this was the fact that because learning rescue breathing skills require fewer repetitions than learning other skills, the instructor was unable to provide sufficient individual corrective instruction because of a large number of students. This suggests that future rescue breathing skills training sessions should revise their methods and number of students.

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　This study objectively assessed the quality of chest compressions by 13 ward nurses a year after taking a basic life support (BLS) course for healthcare providers and it administered a written questionnaire to those nurses.
　The surveyed nurses were not working in the Emergency Department. Hand positioning was correct at a rate of 90.5% before course, 90.9% just after the course, and 99.9% 1 year after the course. Compression depth was 45.4mm before the course, 48.1mm just after the course, and 52.3 mm 1 year after the course. The correct rate of compressions was performed at a rate of 11.8% before the course, 26.8% just after the course, and 60.8% 1 year after the course. The number of chest compressions was 129.1/minute before the course, 125.3/minute just after the course, and 117.9/minute 1 year after the course. Adequate recoil was allowed at a rate of 94.2% before the course, 96.3% just after the course, and 99.2% 1 year after the course. Every aspect of the quality of chest compressions improved a year after the course. Presumably, 2 factors accounted for the improvement in the quality of chest compressions : the existence of a training system at the facility where nurses worked and continued instruction in wards by nurses specializing in emergency care and registered nurses after the BLS course. A topic for the future is to assess the quality of chest compressions 2 years after the BLS course in order to specifically examine forms of training that effectively maintain the quality of CPR.

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　We held an “American Heart Association (AHA) Family & Friends®” CPR Course using one simple-type manikin and assessed chest compression skill by the CPR Skills Measurement System.
　As a result of training, there was a significant increase mean chest compression depth (Pretraining : 43.2±10.8mm, post-training : 50.5±7.2mm, P<0.05). The implementation rate for appropriate hand location and full chest wall recoil were significantly higher for females both before and after the training (P<0.05). The implementation rate for appropriate depth and both the mean depth and mean compression rate were significantly higher for males, both before and after the training, with deeper depth and a higher compression rate than females (P<0.05).
　We divided the students into the following each three groups based on the mean chest compression rate and the mean chest compression depth. The results of our investigation of the percentage of subjects in each group indicated a significant difference in females only prior to the training (P<0.05).
　In addition, 57.1% of females had a depth of P<50 mm after the training, We believe that it is necessary to investigate training methods that take into account the diffrences between males and females in terms of physical strength. In order to increase the quality even further, it is necessary to investigate training methods that emphasize the revisions made in the 2015 JRC Guidelines. We also believe that it is necessary to assess the number of years before re-training designed to maintain an appropriate skill level.

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　Background: Globally, more than 1,000 women die each day with 358,000 dying in a given year during pregnancy and child birth mainly due to poor access to effective interventions (WHO, UNICEF, UNFPA, and World Bank, 2012). Most maternal and neonatal deaths in low-income countries, including Kenya, are attributable to a handful of preventable causes. Emergency obstetric and newborn care (EmONC) is an integrated strategy that aims to equip health workers with skills, life-saving medicines, and equipment to manage the leading causes of maternal and newborn death. It is on this basis that this study was conducted to find out how the BEmONC training impacted on the reproductive health services that the people of West Pokot are receiving.
　Objectives: The broad objective of the study was to assess the facility readiness to offer Basic Emergency Obstetrics and Neonatal Care services in west Pokot County, Kenya. following the training program that was rolled out in the year 2014, in West Pokot County, Kenya.
　Methods: A methodological triangulation design was used as it incorporated elements of both quantitative and qualitative approaches. Informing this decision was the Pragmatic worldview. Quantitative approach adopted a descriptive cross sectional ex post facto design of 49 randomly selected health facilities. The customized Averting Matemal Death and Disability (AMDD) tool adopted from Columbia University was used to collect quantitative data. Data was analyzed using STATA V.13. The BEmONC observation checklist, guided and in-depth interviews were used to collect qualitative data and the sample size was purposively determined when saturation of the data was attained. Data was analyzed thematically.
　Results: Findings indicated that facility readiness varied significantly by designation and facility type. All facilities in the urban setting were ready to offer BEmONC services compared to only 15.8% in the rural set-up. The challenges that affected BEmONC service delivery included understaffing (92.6%), lack of supplies and equipment (63%), poor infrastructure (44.4%), ineffective transport and communication (69%), insecurity (42.9%) and insufficient water supply.
　Conclusion: Facilities in the urban setting were ready to offer BEmONC services unlike in the many facilities from the rural set-up. Key items lacked in many facilities and relatively few had all the required commodities and equipment to provide BEmONC.
　Recommendations: This study recommends advocating for a complete BEmONC system by: Availing all the essential equipment, drugs and supplies; Improving strategies to sustain knowledge and competencies of the providers as well as maintain equipment and supplies for use to avoid wear and tear and improving supply chain management for essential commodities at the peripheral facilities.

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　We developed simulation training system for dental emergency management in Japan. The system is termed as Dental Crisis Life Support (DCLS) course. Task force of emergency physician and dental oral surgeons designed a course schedule and DCLS course guide book as text. Outline on early activities of DCLS in Japan is presented.

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