Emotional challenges and skill retention in basic life support training among nonphysician hospital employees: A mixed‐method study

Abstract Background In‐hospital cardiac arrests present significant challenges for healthcare facilities. Basic life support (BLS) training for nonphysician employees is crucial to strengthening the in‐hospital chain of survival, yet this high‐stakes, infrequently used skill has received limited research attention. Objectives This study evaluated the learning effectiveness and learner experiences during a renewal of the institutional BLS course for nonphysician employees. Methods A 2‐year prospective, comparative, mixed‐methods study was conducted at a tertiary medical center in Taiwan. Participants included nurses, nonclinical healthcare providers, administrative staff, and research assistants. The renewed course incorporated flipped learning, team‐based practice, technology‐enhanced learning, and real‐time feedback. Follow‐up assessments at 3 months included written and skills tests, and participants also completed one‐on‐one interviews. Quantitative results were analyzed statistically, and qualitative data were thematically analyzed. Results From April 2021 to July 2023, 68 BLS courses trained 2052 participants. Follow‐up results showed a significant decline in knowledge and skills, but the renewed course improved retention in specific skills, including pulse check ( p = 0.03), chest compression location ( p = 0.04), and rechecking pulse after compressions ( p = 0.004). Interview themes highlighted factors facilitating learning, such as interactive methods and real‐time feedback, and revealed prevalent emotions including worry, nervousness, and hesitation. Conclusions Integrating evidence‐based teaching strategies can enhance skills’ retention in BLS training for nonphysician hospital staff. Given the emotional stress reported, future courses should address both technical competencies and emotional preparedness to improve confidence and performance in real emergencies.