Implementing a Quality Improvement Project on Improving AED Access on a College Campus: An Educational Technique

Context Athletic training educators are tasked with designing experiences that meet the standards set forth by the Commission on Accreditation of Athletic Training Education standards and foster student engagement and learning, including the new standards on quality improvement (QI) and quality assurance, communication, and advocacy. As newer curricular content standards, many educators are exploring ways to engage students in these processes in meaningful, engaging ways. Objective Describe an educational experience for students to engage in a real-time QI project aimed to improve campus access to automated external defibrillators (AEDs). Background This project focused on QI in AED access and time-to-shock for out-of-hospital survival rates in sudden cardiac arrest. AEDs should be available and administered within 2 to 3 minutes of collapse to improve out-of-hospital sudden cardiac arrest survival rates. Description Using the Plan, Do, Study, Act cycle for QI, students engaged in a structured real-life QI project as part of coursework and in-class activities. As a multiyear, continuous project various cohorts got to learn and build off previously completed work to improve campus access to AEDs. Advantage(s) This project can be completed in a didactic or clinical setting. Various Commission on Accreditation of Athletic Training Education standards were taught and assessed while providing students with the real-life experience and hands on experiences grounded in the social constructivism learning theory. Conclusion(s) Creating real-life learning experiences for students to engage in a QI project centered around campus access for AEDs improves student learning of QI, emergency preparedness, and advocacy through real-life, problem-based activities and highlights the impact athletic trainers and athletic training students can have on campus safety plans.