Objective: To assess the efficacy of a low-cost, Do-It-Yourself training material for emergency call simulation training, compared to a more traditional approach. Methods: A quasi-experimental design without pre-test was used. A final sample of 762 schoolchildren, aged three to twelve years, received two training programmes. The control group (C-G) received training using an adult dummy and an authentic smartphone (336 schoolchildren). The experimental group (ICall-G) was trained using a stuffed toy and the ICalled-DIY device, a low-cost simulation consisting of three sheets of paper held together by a ring that simulates a smartphone. The 20 min training was delivered by a nurse using a didactic–demonstration–simulation methodology. The evaluation consisted of a simulation scenario, in which participants had to identify the emergency and make a call and were then evaluated with a checklist. Results: No statistically significant differences were observed between the two groups in unlocking the phone (ICall-G: 84% vs. C-G: 83%; p = 0.78) or dialling 112 to make the call (ICall-G: 91% vs. C-G: 91%; p = 0.89). Hands-free activation in ICall-G was significantly higher (81%) compared to C-G (54%) (p < 0.001). At the pre-primary level, results were lower than those observed in primary education, with minimal differences between the first cycle of primary education and subsequent cycles. Conclusions: The use of a practical, low-cost and adapted tool for emergency call instruction was found to be comparable to a conventional approach. In addition, the use of the ICalled-DIY device was found to be more effective in facilitating the understanding of hands-free activation.

Las recomendaciones de soporte vital constituyen una referencia esencial para la práctica clínica, la formación sanitaria y la respuesta inicial ante emergencias tiempo-dependientes. En 2025, el European Resuscitation Council (ERC) y la American Heart Association (AHA) publicaron sus nuevas guías de reanimación cardiopulmonar y cuidados cardiovasculares de emergencia, incorporando la evidencia científica más reciente procedente de las revisiones del International Liaison Committee on Resuscitation (ILCOR). El objetivo de este artículo fue analizar de forma estructurada las principales recomendaciones del ERC 2025 en soporte vital básico del adulto, identificar los cambios más relevantes respecto a las guías ERC 2021 y describir las diferencias fundamentales con las recomendaciones AHA 2025. Las guías ERC 2025 mantienen una cadena de supervivencia organizada en cuatro eslabones: reconocimiento precoz y petición de ayuda, reanimación cardiopulmonar y desfibrilación precoz, cuidados avanzados y postresucitación, y supervivencia y recuperación. En comparación con 2021, se refuerza la aplicabilidad de este modelo a diferentes etiologías, entornos asistenciales y grupos de edad. Además, se integra la reanimación cardiopulmonar y la desfibrilación precoz en un mismo eslabón, destacando su papel conjunto en la preservación cerebral y la restauración de la circulación. En relación con la secuencia de actuación ante la parada cardiorrespiratoria, el ERC 2025 enfatiza la activación inmediata del sistema de emergencias ante una víctima inconsciente, sin retrasar la llamada por una valoración respiratoria prolongada. También se refuerza el papel del operador telefónico en el reconocimiento precoz de la parada cardiaca, la guía de la reanimación y la localización del desfibrilador externo automatizado más cercano. La AHA, aunque comparte los principios generales del soporte vital básico, sitúa la activación del sistema de emergencias tras la identificación explícita de la parada cardiaca. El uso precoz del desfibrilador externo automatizado continúa siendo una intervención clave. Las guías ERC 2025 subrayan que cualquier persona puede utilizarlo y que su aplicación no debe demorarse. Aunque no se introducen cambios técnicos relevantes respecto a 2021, se refuerzan aspectos estratégicos como la accesibilidad comunitaria, la integración con tecnologías de localización y la equidad en el acceso a la desfibrilación. Se insiste especialmente en que barreras sociales, como la exposición del tórax femenino, no deben retrasar la colocación de los parches ni la descarga cuando esté indicada. Respecto a las ventilaciones, el ERC mantiene la secuencia 30 compresiones y 2 ventilaciones cuando el reanimador está entrenado, priorizando siempre la calidad de las compresiones y minimizando las interrupciones. Si el interviniente no está capacitado para ventilar, se recomienda realizar reanimación solo con compresiones torácicas. El ERC 2025 reorganiza algunos contenidos, trasladando la obstrucción de la vía aérea por cuerpo extraño y la posición lateral de seguridad al capítulo de primeros auxilios, sin introducir modificaciones técnicas relevantes. Esta actualización refuerza una visión integrada, precoz y comunitaria de la atención inicial, en la que la formación de la población y la actuación rápida de los testigos continúan siendo elementos esenciales para mejorar la supervivencia y la recuperación con calidad de vida.

Objective: to compare the acquisition of skills to recognize cardiac arrest through training with mixed-level groups versus traditional training. Methods: A quasi-experimental study without pre-testing was conducted with 312 schoolchildren aged between 3 and 12 years. The sample was divided into two groups: the mixed-level group (n=149), which received theoretical and practical training in sessions with students from all grades; and the control group (n=163), which received training in sessions with students from the same grade. After the session, all schoolchildren were assessed with a Laerdal Little Junior manikin and a checklist by qualified personnel. Results: No significant differences were observed between the two groups in the steps of remaining calm when cardiac arrest occurs and calling 112 (European emergency number). Better results were observed in the control group participants in the steps of assessing the victim's response, opening the victim's airway, and assessing the victim's breathing. Conclusion: From the point of view of assimilating skills in the recognition and treatment of cardiac arrest, the interlevel group approach was less effective than a traditional approach.

(1) Objective: This study aimed to assess the evolution of the quality of ventilations of a group of rescuers after two training sessions by taking into account inspiration times. (2) Materials and Methods: A pilot simulation study was carried out with a sample of 10 lifeguard students. Two training sessions were held three weeks apart, in which CPR skills were trained by means of feedback tools. Participants performed three tests in pairs on a ResusciAnne QCPR^® manikin connected to SkillReporter QCPR software, namely one pre-training test and one test after each training session. CPR was performed in pairs for two minutes and began with five rescue breaths. (3) Results: One training session was enough to improve chest compression quality (T0: 48%; IQR 17–77/T1: 83%; IQR 59–88; p = 0.022/T2: 79%; IQR 64–92; p = 0.002). The quality of the ventilations increased progressively in each training session without reaching high-quality results (T0: 0%; IQR 0–0/T2: 15%; IQR 8–27; p = 0.011). (4) Conclusion: A two-session training program focused on inspiratory times achieved significant improvements in the quality of bag-mask ventilations performed by lifeguard students. Training focused on the insufflation time of ventilations and not only on the volume seems to be an important factor in improving the quality of ventilations.