Effects of Cardiopulmonary Resuscitation Education Using a PC Skill-Reporting System on the Knowledge, Self-Efficacy and Skill Performance Ability of Nursing Students

2015 ◽  
Vol 9 (1) ◽  
pp. 133-144 ◽  
Author(s):  
Ran Kim ◽  
◽  
Min-Jeong Chae
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Self Efficacy ◽  
Reporting System ◽  
Skill Performance ◽  
Performance Ability

Baseline Cardiopulmonary Resuscitation Skill Performance of Nursing Students Is Improved After One Resuscitation Quality Improvement Skill Refresher

2020 ◽  
Vol 36 (2) ◽  
pp. 57-62
Author(s):  
Suzan Kardong-Edgren ◽  
Marilyn H. Oermann ◽  
Tiffany S. Jastrzembski ◽  
Michael A. Krusmark ◽  
Kevin A. Gluck ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Skill Performance

scholarly journals Nursing students’ knowledge, attitude, self-efficacy in blended learning of cardiopulmonary resuscitation: a randomized controlled trial

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Hyunjung Moon ◽  
Hye Sun Hyun
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Online Education ◽  
Blended Learning ◽  
Self Efficacy ◽  
Intervention Group ◽  
Self Report ◽  
Control Group ◽  
Face To Face ◽  
Randomized Controlled

Abstract Background Although various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated. This study analyzes whether blended learning cardiopulmonary resuscitation (CPR) education that integrates e-learning and face-to-face education is effective in improving nursing students’ knowledge, attitude, and self-efficacy. Methods A randomized controlled design was used. The participants of this study were 120 nursing students randomly assigned to the intervention group (n = 60) or the control (n = 60). The intervention group was trained using a blended learning CPR education program. Self report questionnaires with knoweldge, attitude, and self-efficacy were all used in the pre and post intervention. Differences before and after the education of each group were analyzed with a paired t-test, and the differences between the two groups were analyzed with ANCOVA with knowledge as the covariate. Results The findings indicated that the intervention group had significantly higher knowledge scores (intervention: 16.40 ± 1.56, control: 6.46 ± 2, p < .001), and emotional attitude (intervention: 40.85 ± 8.01, control: 36.05 ± 6.87, p = .002) about CPR than the control group, but other outcomes did not differ between groups. Conclusions In this monocentric study, a blended learning CPR program that integrated videos and face to face lecture was found effective in improving nursing students’ knowledge and attitudes regarding CPR.

scholarly journals Nursing students’ knowledge, attitude, self-efficacy in blended learning of cardiopulmonary resuscitation: a randomized controlled trial

2019 ◽  
Author(s):  
Hyunjung Moon ◽  
Hye Sun Hyun
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Online Education ◽  
Blended Learning ◽  
Self Efficacy ◽  
Intervention Group ◽  
Self Report ◽  
Control Group ◽  
Face To Face ◽  
Randomized Controlled

Abstract Background: Although various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated. This study analyzes whether blended learning cardiopulmonary resuscitation (CPR) education that integrates e-learning and face-to-face education is effective in improving nursing students’ knowledge, attitude, and self-efficacy.Methods: A randomized controlled design was used. The participants of this study were 120 nursing students randomly assigned to the intervention group (n = 60) or the control (n = 60). The intervention group was trained using a blended learning CPR education program. Self report questionnaires with knoweldge, attitude, and self-efficacy were all used in the pre and post intervention. Differences before and after the education of each group were analyzed with a paired t-test, and the differences between the two groups were analyzed with ANCOVA with knowledge as the covariate.Results: The findings indicated that the intervention group had significantly higher knowledge scores (intervention: 16.40±1.56, control: 6.46±2, p <.001), and emotional attitude (intervention: 40.85±8.01, control: 36.05±6.87, p = .002) about CPR than the control group, but other outcomes did not differ between groups.Conclusions: In this monocentric study, a blended learning CPR program that integrated videos and face to face lecture was found effective in improving nursing students' knowledge and attitudes regarding CPR.

scholarly journals HOW DO KNOWLEDGE AND SELF-EFFICACY OF INTERNSHIP NURSING STUDENTS IN PERFORMING CARDIOPULMONARY RESUSCITATION?

2017 ◽  
Vol 3 (5) ◽  
pp. 612-620
Author(s):  
Selly Desiani ◽  
Aan Nuraeni ◽  
Ayu Prawesti Priambodo
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Self Efficacy ◽  
Random Sampling ◽  
Conceptual Knowledge ◽  
Simple Random Sampling ◽  
First Aid ◽  
Cross Sectional ◽  
Knowledge Questionnaire

Background: Cardiopulmonary Resuscitation (CPR) is the emergency first aid in cardiac arrest. CPR delivery is influenced by knowledge and self-efficacy. Internship students can be the first responder of cardiac arrest in hospital and expected on having knowledge and high self-efficacy of CPR early. But there is no data on self-efficacy of internship students in performing CPR.Objective: The purpose of this research was to identify knowledge and self-efficacy of internship students in performing CPR.Methods: The method in this research was descriptive quantitative with cross-sectional approach on 76 internship students selected by simple random sampling. Knowledge questionnaire and Resuscitation Self-Efficacy Scale instrument were used in this research, with validity score 0.56-0.84 (α=0.91). Data were analysed by distribution frequency.Results: The results showed that 49 respondents (64.5%) had moderate knowledge and 73 respondents (96.1%) had high self-efficacy. The lowest domain in knowledge was conceptual knowledge, while in self-efficacy were reporting, debriefing and recording.Conclusions: Therefore, it becomes important to increase information on the conceptual knowledge and enhances training on the self-efficacy domain: reporting; debriefing and recording.

scholarly journals Nursing students’ knowledge, attitude, self-efficacy in blended e-learning of cardiopulmonary resuscitation: a randomized controlled trial

2019 ◽  
Author(s):  
Hyunjung Moon ◽  
Hye Sun Hyun
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Online Education ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Face To Face ◽  
Before And After ◽  
E Learning

Abstract Background: Although various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated. This study analyzes whether blended e-learning cardiopulmonary resuscitation (CPR) education that integrates e-learning and face-to-face education is effective in improving nursing students’ knowledge, attitude, and self-efficacy. Methods: The participants of this study were 120 nursing students randomly assigned to the intervention group (n = 60) or the control (n = 60). Differences before and after the education of each group were analyzed with a paired t-test, and the differences between the two groups were analyzed with ANCOVA with knowledge as the covariate. Results: The findings indicated that the intervention group had significantly higher knowledge, F(1,117) =595.78, p <.001, and emotional attitude, F(1,117) = 9.61, p = .002, about CPR than the control group. Conclusions: Blended e-learning CPR programs could be used as effective supplemental CPR education for nursing students.

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