A survey with written and short-answer questions was conducted and analyzed regarding changes in mindsets before and after attending the BLS course based on the profession of 112 healthcare providers (17 physicians, 52 dentists, 43 nurses) who took the course in the medical facilities. Many people chose, “I want to learn how to respond to a case of sudden changes,” “I haven't been able to respond to a case of sudden changes,” and “I want to gain confidence,” as reasons for taking the course in all professions. More than 80% of all professions gave positive response to “the need for BLS in in-hospital training” and “utilizing BLS skills in clinical practice” before attending the BLS course. The BLS course was positively accepted after attending the course regardless of profession. Concerning “I want to take ACLS/PALS courses,” more than 90% of physicians and nurses responded positively while 75% of dentists gave positive response, which revealed the difference between professions. To consider the delivery methods, contents and timing of the courses in order to provide many participating opportunities to prospect attendees is our future task.

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【Introduction】 The objective of the present study was to conduct. Immediate Stroke Life Support (ISLS) with the aim of promoting the knowledge of standard treatment procedures in acute stroke care. Because the professions of participants and their purposes of participation varied greatly, the purpose of participating in ISLS were elucidated for each profession.
【Methods】 Subjects were a total of 122 individuals participating in ISLS in Yokohama, specifically 45 doctors, 66 nurses, and 11 emergency medical technicians (EMT). A questionnaire survey including multiple-choice and written responses was conducted following conclusion of ISLS, and the purpose of participation was analyzed for each profession based on the responses.
【Results】 For all professions, the purposes of participation were “necessary for everyday duties”, “skill improvement”, and “other”. Regarding the degree of achievement of the purpose of participation, over 97% of participants felt they were capable of implementing ISLS, with no differences among professions.
【Discussion】 These findings reaffirmed that participants participated in ISLS because they recognized the need to provide acute stroke care. ISLS was also effectively used for improving skills. The present findings indicate that ISLS is useful for achieving the purpose of participation.

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Objective: It was aimed to research changes in the quality of CPR directly following a BLS course and 2 years later by using the objective evaluation function targeting nurses working at hospital wards with little experience in CPR. Materials and Methods: Among 34 nurses who took the BLS course, 5 people who continued to cooperate in the research were examined as subjects, and their quality of CPR of right after the BLS course as well as 2 years later was assessed by using the objective evaluation function. Results: When compared between immediately after and 2 years after the BLS course, “CCF” increased from 63.4 ± 3.29 % to 68.2 ± 2.28% (p<0.05). The “average ventilation volume” increased from 408.6 ± 107.9 ml to 636.8 ± 198.2 ml (p<0.05). The “ventilation frequency” increased from 7.2 times to 9.8 times (p<0.05). Discussion: Even a nurse with little CPR experience was considered to have had an opportunity to reacquire the necessary knowledge and skills through the clinical ladders within the facility and the training related to CPR inside and outside the hospital, which positively affected the quality of CPR.

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In emergency care, various off-the-job-training programs have been developed and introduces because there are many types of diseases treated by various jobs. As of April 2018, there are 56 courses that can be taken in Japan, based on certain criteria such as the attendance record. There are several evaluation methods in simulation trainings. Recently, Kirkpatrick evaluation has been used as an evaluation for training. The Kirkpatrick system, consisting of four levels, has been applied and revised to training in various areas. Although this model is able to evaluate the entire training, it does not reflect the training effect for the individual immediately. The off-the-job-training course is not intended to fully complete skills and knowledge, but it is important that it provides an opportunity for continuing adult learning. Therefore, we developed the simple participant survey completed immediately after trainings for evaluation. We assumed the fictional training A as an example, and used the paper participant survey for training A. Some expected results were given and considered.

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