Post-resuscitation care among emergency healthcare personnel: a cross-sectional evaluation of knowledge and clinical practices

Abstract

Introduction Cardiopulmonary resuscitation (CPR) care is a complex and dynamic process with a significant impact on mortality and morbidity. This study aimed to evaluate the knowledge levels and approaches of healthcare personnel providing emergency medical services regarding post-resuscitation care. Methods This descriptive, cross-sectional study included 318 healthcare personnel working in emergency departments and emergency ambulances, recruited using purposive sampling. The data collection tool was developed based on the post-resuscitation care guidelines of the European Resuscitation Council (ERC), and its content validity was evaluated. Data were analyzed using descriptive statistics, t-tests, and analysis of variance (ANOVA), and effect sizes were calculated. Results Participants provided advanced life support to a mean of 4.90 ± 0.29 cardiac arrest cases per month (8.65 ± 0.76 in the emergency department and 3.27 ± 0.16 in emergency medical services). Patients who achieved return of spontaneous circulation (ROSC) were transported to the emergency department in a mean of 20.35 ± 0.93 min and subsequently transferred from the emergency department to the intensive care unit in 95.26 ± 11.73 min. The mean post-CPR knowledge score was 50.08 ± 13.78 out of 100, indicating important knowledge gaps in essential post-resuscitation care practices. Emergency department personnel had significantly higher knowledge scores than EMS personnel (56.86 ± 13.84 vs. 46.87 ± 12.56; t = 6.401, p < .001). The lowest correct response rates were observed for seizure management after CPR and target blood glucose levels after cardiac arrest. Knowledge scores decreased with increasing time since the last in-service training and with increasing years of professional experience. Discussion Professional role, clinical experience, and the recency of training appear to influence post-resuscitation care knowledge. These findings support restructuring in-service education toward repeated, practice-based assessments rather than predominantly theoretical instruction. Regular refresher training and practical educational strategies may improve knowledge retention and its translation into clinical practice.