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 A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding Basic Life Support among First Year Undergraduate Nursing Students

2021 ◽  
pp. 30-36
Author(s):  
D. Ravivarman ◽  
K. Kamala
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
First Year ◽  
Undergraduate Nursing Students ◽  
Teaching Programme ◽  
Undergraduate Nursing ◽  
Structured Teaching ◽  
Post Test ◽  
The Mean

Introduction: Early initiation of Basic life support (BLS) with Cardiopulmonary resuscitation (CPR) is an important contributory factor in the survival of Cardiac arrest. Effective and timely CPR reduces the likelihood of death following sudden cardiac arrest. Adequate knowledge and skills regarding BLS and appropriate application of the same is an essential requisite for nursing students. Aim: To assess the effectiveness of structured teaching programme on knowledge regarding Basic life support among first year undergraduate Nursing students. Materials and Methods: Quantitative pre experimental research design was adopted for this present study. First year 59 undergraduate Nursing students were chosen by Purposive sampling technique. The data were collected by using demographic proforma and self structured knowledge questionnaire. Results: Pre-test and post- test knowledge scores revealed that during pre-test, the mean score 8.6±3.07 (SD) which is 43% of the total mean score, whereas in post-test, the mean score was 15.13 ± 2.26(SD) which is 75.65% of the total mean score depicting difference of 32.65% increase in mean percentage of score. The calculated‘t’ value 24.89 which is higher than the P<0.05, stated that highly significant difference between the pre-test and post-test. It proved that the structured teaching programme was highly effective to improve the student’s knowledge.

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

scholarly journals Multimedia-aided instruction in teaching basic life support to undergraduate nursing students

2019 ◽  
Vol 43 (3) ◽  
pp. 300-305
Author(s):  
Chuenjit Junsawang ◽  
Karnyupha Jittivadhna ◽  
Sutha Luealamai ◽  
Renu Pookboonmee
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Health Science ◽  
Rank Test ◽  
P Value ◽  
Undergraduate Nursing Students ◽  
Professional Career ◽  
Learning Group ◽  
Undergraduate Nursing

Basic life support (BLS) knowledge is a necessity for nursing students, as they have to deal with cardiac arrest events during their professional career. Existing studies indicate poor BLS knowledge among health science students, including nursing students. Learning BLS requires an understanding of basic sciences, such as anatomy, physiology, and biochemistry, subjects perceived to be difficult, resulting in misconceptions. Hence, a multimedia-aided instruction on BLS, supplemented with cooperating learning groups, was developed to assist nursing students in gaining correct BLS knowledge. A pretest-posttest designed for single cooperating groups was employed to evaluate students’ achievements. Sixty-five undergraduate nursing students took the pretest and posttest that consisted of 10 open-ended questions, each designed to evaluate an aspect of their BLS knowledge. The results show significantly more students (60 vs. 20%) answered more questions correctly on the posttest compared with the pretest ( P value <0.05, Wilcoxon signed-rank test). Thus the multimedia-aided instruction package enhanced undergraduate nursing students’ understanding of BLS and also assisted to generate a positive perception of multimedia-aided instructions, supplemented with a cooperating learning group.

scholarly journals A Study to Evaluate the Effectiveness of Virtual Learning Programme on Adult Basic Life Support Regarding Knowledge and Attitude among Nursing Students in Selected Colleges, Bhopal

2021 ◽  
Vol 11 (5) ◽  
pp. 200-205
Author(s):  
Prabha Agnibhoj ◽  
Anurag Bhai Patidar ◽  
Radha K
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Demographic Data ◽  
Virtual Learning ◽  
Attitude Scale ◽  
Madhya Pradesh ◽  
Post Test ◽  
Knowledge And Attitude

Introduction: In India, about 80% of the cardiac arrest occurs out of hospital and requires emergency interventions for the survival of victim. Basic Life Support (BLS) is the vital procedure in condition of out of hospital Cardiac arrest before the arrival of Emergency Medical Services. Nurses are the frontline members to provide emergency aid services and should stands first to provide BLS. Aim and objectives: To evaluate the effectiveness of virtual Learning Programme on Adult BLS regarding knowledge and attitude among nursing students in selected colleges, Bhopal, Madhya Pradesh. Material & Methods: A one group pretest posttest design was used among 150 nursing students selected through convenience sampling from selected Nursing Colleges of Bhopal Madhya Pradesh. After taking informed consent, pretest was administered online through Google Form. Virtual Learning Programme was administered with the structured PPT through Google Meet app to the group of nursing students after administration of pretest. Demographic data sheet, knowledge questionnaire, Attitude scale were used for data collection. Post test was conducted after 7 days. Results: The majority of nursing students belonged to age group of 21-25 years. Majority of them were female and married. The result revealed that the post test knowledge and attitude mean score was significantly higher (p<0.05) than the pre test knowledge and attitude mean score. There was a significant association between pretest score of knowledge and attitude with educational level and marital status. Conclusion: Virtual Learning Programme proved to be effective in improving the knowledge and attitude regarding Adult BLS among nursing students. Key words: Virtual Learning Programme, Basic life support, nursing students.

scholarly journals A Cross-International Study to Evaluate Knowledge and Attitudes Related to Basic Life Support among Undergraduate Nursing Students—A Questionnaire Study

2020 ◽  
Vol 17 (11) ◽  
pp. 4116 ◽  
Author(s):  
Katarzyna Kwiecień-Jaguś ◽  
Wioletta Mędrzycka-Dąbrowska ◽  
Nijolė Galdikienė ◽  
Gemma Via Clavero ◽  
Monika Kopeć
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Practical Knowledge ◽  
International Study ◽  
Average Score ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
First Aid Training ◽  
Project Data

Practicing the algorithms of basic life support (BLS) is essential in order to take adequate measures to save lives, and future nursing staff should be advanced when it comes to performing lifesaving activities. The purpose of the study was to analyse the theoretical and practical knowledge of nursing students (within the undergraduate course) with regards to the basic life support (BLS). The study has a prospective, comparative and descriptive nature. Three countries that educate nursing students within the undergraduate course participated in the project. Data was collected with the use of a questionnaire based on the guidelines of the European Resuscitation Council (ERC 2015). The study was carried out among a total of 748 respondents from three countries: Poland (n = 189, 25.3%), Lithuania (n = 500, 66.8%) and Spain (n = 59; 7.9%). The average age of respondents was 23.41 (SD ± 5.90). The average score obtained by the respondents who answered the questions was 11.13 with a standard deviation of SD ± 2.29. The conducted study revealed that a substantial number of the respondents who participated in the study obtained an average result concerning theoretical and practical knowledge of BLS. It was also confirmed that the additional education in the form of first aid training courses has a major impact on improving the levels of knowledge among the students in each of the analysed country.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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