scholarly journals The effectiveness of blended learning in basic life support training among nursing students: A systematic review

2021 ◽  
pp. 402-414
Author(s):  
Mulyadi Mulyadi ◽  
Bih-O Lea ◽  
Reginus Tertius Malara ◽  
Hendro Joly Bidjuni
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Blended Learning ◽  
Health Care Professionals ◽  
Basic Life Support ◽  
Life Support ◽  
Learning Models ◽  
Face To Face ◽  
E Learning ◽  
Computer Based

Coronavirus 2019 (COVID-19) is a global health problem and poses challenges in various fields, including education. Some training programs such as Basic Life Support (BLS) training need to adapt to new policies, which are physical and social distancing. Blended learning by combining face-to-face with online training, may help achieve BLS competencies for health care professionals, including nursing students. This systematic review was conducted to explore blended learning effectiveness in BLS training for nursing student populations. The electronic search strategy was conducted from PubMed, CINAHL, Embase, Web of Science, and Cochrane for the years 2010 to 2020 with full text in English. This review followed the PRISMA guidelines. The initial search yielded 240 studies, and six of those studies were eventually included. The results reported there were three blended learning models appeared, including face to face learning combined with e-learning website, combined with video-based, and combined with computer-based simulations. With an intervention duration of four hours to two weeks, there was an indication of several improving outcomes, including skills, knowledge, attitudes, self-efficacy, problem-solving abilities, and willingness to perform resuscitation. Furthermore, the skill outcome is significantly more effective in blended learning of face-to-face models combined with the e-learning website and combined with computer-based simulations. The knowledge outcome parameter likely is the most effective from all of three blended learning models. These findings imply that BLS training needs to use blended learning models by modifying the training modules, facilities, and infrastructure as consideration.   Keywords: Basic life support, blended learning, nursing students, systematic review

scholarly journals Knowledge of basic life support among health care professionals in a tertiary care hospital in Chitradurga

2018 ◽  
Vol 5 (9) ◽  
pp. 3969
Author(s):  
Somarouthu Rajashekar ◽  
Nagendra Gowda M. R. ◽  
Ajith Anthony
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Nursing Students ◽  
Nursing Staff ◽  
Health Care Professionals ◽  
Basic Life Support ◽  
Life Support ◽  
Tertiary Care ◽  
Health Concern ◽  
Care Hospital

Background: Cardiovascular diseases are the major public health concern worldwide.Survival after cardiopulmonary arrest is usually low and depends on early intervention, quality of cardiopulmonary resuscitation (CPR) and time of initiation of defibrillation post cardiac arrest. Basic life support (BLS) is a key component of chain of survival. The aim of the study was to assess the knowledge of medical students, doctors, nursing students, nursing staff in Basic Life Support.Methods: A cross sectional study was conducted in Basaveshwara Medical College and Hospital. Those who were willing to participate in the study and who gave informed consent, were administered a self-filling written questionnaire. A total of 400 people were administered the questionnaire, out of which 388 filled the Performa completely.Results: This study was conducted to evaluate knowledge of basic life support among 388 health care professionals took part in the study of which 64.5% were medical students, 8.7% were doctors, 10.3% were nursing staff and 16.5% were nursing students. The study revealed that there is poor knowledge of basic life support among the respondents and 76% of them wanted basic life support to be included in the curriculum.Conclusions: Awareness and knowledge about basic life support is mandatory among health care professionals as they encounter such situation on a daily basis and will help them a long way in saving lives, thus knowledge in basic life support is very essential as health care professionals will get exposed to such situation more often.

scholarly journals Undergraduate Nursing Students’ Satisfaction with blended e-learning following the Covid-19 pandemic

2020 ◽  
Author(s):  
Nahla Tayyib ◽  
Fatmah Alsolami ◽  
Grace Lindsay ◽  
Mohammed Alshhmemri ◽  
Hayam Asfour ◽  
...  
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Undergraduate Nursing Students ◽  
Male And Female ◽  
Face To Face ◽  
Undergraduate Nursing ◽  
Timely Feedback ◽  
E Learning ◽  
Students Satisfaction

Abstract Background: Blended learning has recently been introduced as an addition to the existing teaching programme of nursing students at X University. The aim of this study is to assess student satisfaction with this change.Methods: A 35 item questionnaire was circulated to all male and female nursing students in their 2nd, 3rd and 4th years of study. The questionnaire was subdivided into the five domains of Interaction, Instruction, Instructor, Course Management and Technology.Results: Mean satisfaction scores for male and female nursing undergraduates was significantly greater than 3 (neutral score) in all domains of enquiry indicating good satisfaction with blended learning (p<0.001). Domain scores were also significantly greater than those of a comparator study in four of the five domains (p<0.030) and similar in the domain of Technology (p=0.677). Male and female levels of satisfaction were similar in 80% of the survey questions, but female satisfaction was significantly lower in some questions concerning technology (p<0.003), willingness to interrupt the instructor (p=0.021), comparison of blended learning and face-to-face teaching (p=0.002) and timely feedback on tests and assignments (p=0.031). Fourth year students showed highest levels of satisfaction across all five domains. Overall questionnaire reliability exceeded 90% and matched that of a comparable study elsewhere.Conclusion: Undergraduate nursing students reported high levels of satisfaction and demonstrated nascent technological skill, resilience and fortitude when presented with the immediate implementation of an unfamiliar e-learning blended curriculum environment.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

scholarly journals THE EFFECT OF SIMULATION OF THE BASIC LIFE SUPPORT TRAINING ON NURSING STUDENTS' KNOWLEDGE

2020 ◽  
Vol 9 (2) ◽  
pp. 177-183
Author(s):  
Ida Rahmawati ◽  
Dwi Putri Sulistiya Ningsih
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Nursing Student ◽  
Basic Life Support ◽  
Life Support ◽  
Cerebral Oxygenation ◽  
Sampling Technique ◽  
P Value ◽  
Knowledge Questionnaire ◽  
Post Test

ABSTRACTBackground: Cardiac arrest is a health problem that is increasing to be the leading cause of death in the world. The main action to save cardiac arrest aims to maintain optimal myocardial and cerebral oxygenation so that death does not occur. Providing Basic Life Support (BLS) is an effort to save and restore this function. Knowledge about cardiac arrest among health students is still a neglected problem due to a lack of awareness in seeking basic knowledge.Objective: This study aimed to determine the effect of basic life support-based simulation training on knowledge of nursing students in the city of Bengkulu.Methods: This study used a pre-experimental design with a pre-test post-test approach. The population in this study were all 61 students of the fourth semester of STIKES Tri Mandiri Sakti Bengkulu nursing students. Samples were taken using total sampling technique. Data were collected using a knowledge questionnaire containing 10 question items which were adopted from the questionnaire Yunanto et al., (2017). Data were analyzed using paired sample t-test.Result: Based on the results of the study, it was found that there was a significant effect of BLS training based on manikin simulation on nursing student knowledge with a value of t test = -15.169, p = value = 0.000 <α = 0.05.Conclusion: Nursing students need to provide knowledge about BLS from the start so that they are more confident and able to apply it in case of cardiac arrest outside the hospital. Higher education institutions should provide health education about BLS from the beginning of the academic year, so that in the following semester students are better able to improve the quality of the skills they have formed.Keywords: Basic Life Support, Knowledge, Simulation.  

scholarly journals The effects of an online basic life support course on undergraduate nursing students’ learning

2017 ◽  
Vol 8 ◽  
pp. 309-313 ◽  
Author(s):  
Lucia Tobase ◽  
Heloisa H.C. Peres ◽  
Renan Gianotto-Oliveira ◽  
Nicole Smith ◽  
Thatiane F. Polastri ◽  
...  
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

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