With Artificial Intelligence (AI) tools becoming increasingly commonplace, the usage of AI-enabled tools in education has also grown. AI-enabled tools refer to machines incorporated with human-like capabilities, such as reasoning, interpretation, and problem-solving, to perform tasks that require human intelligence. ChatGPT is one of these tools, which uses large language models (LLM), a type of AI that generates natural language, to give human-like answers to questions. This study investigated nursing students’ perspectives on AI-enabled tools, such as ChatGPT, aiming to identify (1) perceived benefits and challenges and (2) implications for the ethical and responsible use of AI within undergraduate nursing programs. Using interpretive description, we conducted focus group interviews with undergraduate nursing students. Through convenience sampling, sixteen students were recruited. Our findings revealed four key themes - utilization as a support tool, utilization leading to a loss of competency in foundational skills, utilization risking credibility and academic integrity, and the need for further education and resources. Three key factors – evidence-based practice, ethical considerations, and the importance of critical thinking skills – influence nursing students’ perspectives toward AI tools. To ensure the safe and ethical use of AI in academia, robust institutional policies and training are needed. Promoting open dialogues and education can help students understand AI's advantages, potential harms, and risk mitigation strategies. Future research should build a comprehensive understanding of the perspectives of undergraduate and graduate nursing students, and educators on AI usage in academia. Development of interventions that mitigate AI-usage risks is also necessary to improve integration into education.

The management of foreign body airway obstruction has evolved over time from back blows and chest thrusts to abdominal thrusts. However, current guidelines worldwide are based on outdated data, with unclear evidence regarding the effectiveness and safety of these rescue manoeuvres. Concerns persist about the potential of these techniques to cause injury, especially in children; therefore, a critical revision to ensure optimal child safety is necessary. The literature on first aid for paediatric choking was identified through the searching of various databases. Studies were evaluated for their relevance, quality, and currency. The analysis examined guideline consistency with current evidenced-based medicine and identified research gaps. The analysis of the available data was supplemented by adult-based evidence due to the scarcity of paediatric-specific research. First aid guidelines and recommendations for paediatric choking are divergent and generally grounded in low-quality evidence derived primarily from case studies. Studies since 2015 have shown highly diverse methodologies and often lack details on the execution of individual techniques, body positioning or the specific characteristics of study groups, which are crucial when comparing the effectiveness and safety of rescue manoeuvres. Updating evidence-based scientific knowledge for future recommendations is crucial.

Background: Bystander-administered cardiopulmonary resuscitation (CPR) is crucial for the survival of out-of-hospital cardiac arrests. However, only roughly 58% of bystanders would provide CPR, with wide variations across different regions. Identifying each factor affecting the barrier or readiness to perform resuscitation is a significant challenge for researchers. This study aimed to evaluate the obstacles preventing first-year medical students from initiating CPR, focusing on the size of domestic residential environments and the time and methodology of practical training. Methods: The original online questionnaire surveyed first-year medical students at the Medical University of Łódź from February 1 to March 2, 2024. The questionnaire development involved a literature review, expert evaluation, and pilot testing. Participation was voluntary and anonymous, with strict inclusion and exclusion criteria. The data were analyzed using PQStat software, employing descriptive statistics. Results: The study revealed that 271 medical students reported a similar median of barriers regardless of the place of residence (median (Me) = 5, interquartile range (IQR) 2–6.25 vs. Me = 4, IQR 3–6 vs. Me = 4, IQR 3–6, p = 0.620). Out of 18 analyzed barriers, the only significant difference was found for crowded places. Medical students living in cities most frequently reported a willingness to perform CPR with rescue breaths for all victims. Those who grew up in towns <100,000 residents were less willing to start CPR if an unknown adult were the victim (rural area: 39.2% vs. town: 17.6% vs. city: 45.1%, p < 0.01). The number of reported barriers was similar regardless of training type and the time since training; however, the nature of these barriers varied after a year passed. Conclusions: Respondents across various locations reported similar number and types of barriers to performing CPR, including the most commonly declared fear of harm, uncertainty about recognizing cardiac arrest, and concerns about disease transmission. Although differences connected to the type of victims were observed, its low or moderate practical significance needs more comprehensive research on the impact of the size of the place of residence on the willingness to perform resuscitation and the related barriers.

Background/Objectives: Bystander first aid in paediatric choking is crucial. It ought to be universally comprehensible and backed up by evidence-based guidelines. However, there still are inconsistencies in guidelines worldwide. The objective of this research was to assess the knowledge of medical students on paediatric choking rescue manoeuvres and their educational backgrounds in order to evaluate the impact of differences in educational curricula. Methods: Medical students from a total of 12 universities across Canada, Libya, and Poland were surveyed online. The questionnaire assessed the respondents’ experience, training, and knowledge in first aid regarding foreign body airway obstruction in infants and children. Results: Out of 324 responses, 290 were evaluated. Although the students studied in only 3 countries, they represented 37 countries of origin. A total of 7 new reference groups were created based on guideline identification. A comparison of 4 clinical scenario questions revealed that certain training providers communicate recommendations more effectively to medical students, as their guidelines seem to have better knowledge retention. Conclusions: There are important differences in medical student knowledge, possibly due to discrepancies in training programs and guidelines. Variability was found in body position, anti-choking suction devices, blind finger sweeps, and medical follow-ups. More research is needed to standardize training and improve worldwide choking management outcomes.

Objective: The aim of this study was to assess lifeguards’ knowledge retention of airway management, oxygen administration, and ventilation interventions following certification and employer-provided training. Methods: This cross-sectional study was conducted using an online survey administered between February and May 2024. A total of 1322 responses from Canadian lifeguards certified in airway management and oxygen administration were deemed eligible for analysis. The survey included 15 knowledge assessment questions, with data analyzed based on lifeguard experience and the date of last certification or in-service training. Results: The mean knowledge assessment score was 10.4 ± 2.2 (69.3 ± 14.6%), with the highest scores in the airway management category and the lowest in the oxygen administration category. Lifeguard experience significantly increased knowledge retention, whereas recertification showed no significant impact, and employer-provided training significantly decreased knowledge retention. Conclusions: The findings underscore the importance of lifeguarding experience in knowledge retention among lifeguards. Optional airway management and oxygen administration recertification, coupled with inconsistent in-service training, have created significant gaps in lifeguard education. This study identifies the need for regular, competency-based training delivered by qualified facilitators. Addressing these gaps is crucial for enhancing the effectiveness of lifeguards in emergency response and ensuring high-quality care for drowning victims.