JMIR Publications

ABSTRACT

Background:

High quality and engaging cardiopulmonary resuscitation (CPR) training of both health care professionals and members of the public is necessary to provide timely and effective CPR to maximize survival and minimize injuries. Virtual reality is a novel method to enhance the CPR engagement and training. This study is also unique in its application of the near-peer mentoring framework.

Objective:

The purpose of this pilot qualitative study was to understand the acceptability and feasibility of using virtual reality (VR) technology to introduce basic life support (BLS) to high school students reinforced by near-peer coaching.

Methods:

Dyads of high school students underwent BLS training in CPR using VR experience reinforced by the near-peer mentoring model. Focus group interviews were performed followed by the intervention. The interview sessions were recorded, transcribed verbatim and analyzed. VR software data was analyzed after five cycles of chest compressions between the two participants.

Results:

The overwhelming responses from the three dyads of high school students were positive acceptance of learning CPR using VR. Analysis of emerging themes revealed three main categories of barriers and facilitators: 1) motivation to learn CPR, 2) CPR learning modality, and 3) coaching CPR content, which supported the theoretical framework of “intention focused” paradigm leading to acquiring skills needed to perform CPR and ultimately increasing the chances of bystander performing CPR.

Conclusions:

This research highlights the potential for training an unique population for increasing bystander effects using the novel VR technology coupled with a near-peer mentoring method. Further research is warranted to measure the outcome of the knowledge attained and the intention to perform CPR by the high school students, who participate in CPR education using VR and near-peer mentoring method.