scholarly journals Retracted: The effectiveness of basic life support training on nursing students’ knowledge and basic life support practices: a non-randomized quasi-experimental design

2020 ◽  
Vol 20 (2) ◽  
pp. 966-976
Author(s):  
Selmin Kose ◽  
Semiha Akin ◽  
Onur Mendi ◽  
Sonay Goktas
Keyword(s):  
Nursing Students ◽  
Experimental Design ◽  
Basic Life Support ◽  
Life Support ◽  
Skills Training ◽  
Convenience Sample ◽  
Undergraduate Nursing ◽  
Skill Scores ◽  
Quasi Experimental ◽  
Support Practices

This article has been retracted by the Editor as it has been published in a previous issue. Background: Provision of up-to-date information and skills training related to basic life support practices is very important for nursing students’ professional development and practitioner and education related roles. Objective: The purpose of the study was to examine the effectiveness of basic life support training on knowledge and practices among nursing students. Methods: A non-randomized quasi-experimental design (one group pre-test-post-test) was used in this study. The study was conducted in the laboratory of an undergraduate nursing school. The sample consisted of a convenience sample of 1st-year stu- dents enrolled in the undergraduate nursing class. The study sample consisted of 65 nursing students. Basic life support training included both theoretical and practical components. The students’ knowledge and practices were assessed before basic life sup- port training. Data were collected using the knowledge assessment questionnaire. The practical skills for basic life support were observed and assessed using a checklist. The pre- and post-assessment practice scores were compared. Results: After basic life support training, level of knowledge and practical skill scores were higher compared to pre-training scores (t= -12.442, p=0.000; t= -22.899, p=0.000). There was a significant and moderate association between the adult basic life support knowledge form scores and the adult basic life support practice assessment form scores obtained after the training (r = 0.39, p<0.01). Conclusion: The study showed that basic life support training improved knowledge and skills related to basic life support practices in nursing students. Periodic basic life support training is very important for competency in this area among nursing students. Keywords: Basic life support; training; nursing; students

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 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

Effect of 3 basic life support training programs in future primary school teachers. A quasi-experimental design

2018 ◽  
Vol 42 (4) ◽  
pp. 207-215
Author(s):  
R. Navarro-Patón ◽  
M. Freire-Tellado ◽  
S. Basanta-Camiño ◽  
R. Barcala-Furelos ◽  
V. Arufe-Giraldez ◽  
...  
Keyword(s):  
Experimental Design ◽  
Primary School ◽  
Basic Life Support ◽  
Life Support ◽  
Training Programs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quasi Experimental

scholarly journals The effect of a repeat septic shock simulation on the knowledge and skill performance of undergraduate nursing students

2020 ◽  
Vol 11 (1) ◽  
pp. 30
Author(s):  
Mary Beth R. Maguire ◽  
Anne White ◽  
Jane D. Brannan ◽  
Austin R. Brown
Keyword(s):  
Septic Shock ◽  
Nursing Students ◽  
Clinical Judgment ◽  
Repeated Measures ◽  
Control Group ◽  
Convenience Sample ◽  
Undergraduate Nursing ◽  
Quasi Experimental ◽  
Shock Simulation ◽  
The Impact

Background: Prelicensure nursing students possess minimal knowledge and skill to implement sepsis protocols effectively. This article evaluates an educational project to assess the impact of a repeat septic shock simulation on pre-licensure nursing students' knowledge and skill competency. Methods: A quasi-experimental, repeated measures, pre-post design strategy was used to evaluate a repeat septic shock simulation. A convenience sample of one-hundred-forty-three (N = 143) senior baccalaureate nursing students enrolled in the study. The project consisted of a septic shock didactic session, septic shock simulation with a high-fidelity mannequin, debrief, repeat simulation followed by a second debrief as a component of a complex health nursing course. Ninety-seven (n = 97) participants were randomly assigned to groups of up to five students to participate in a repeat septic shock simulation. Forty-six (n = 46) participants were randomly assigned to up to five students and served as a control group. The control group participated in all study elements except the repeat simulation.Results: The percent change in nursing students’ knowledge scores from Pre-simulation to Post-simulation was statistically significant (p < .001). The initial and repeat simulation realized modest gains in competency scores between the initial and repeated simulation.Conclusions: Providing concurrent experiences using a screening tool in real-time while simultaneously providing an opportunity to practice and refine clinical judgment through a repeat simulation proved effective.

scholarly journals The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency

2018 ◽  
Vol 24 (1) ◽  
pp. 100-109
Author(s):  
Kyung Sook Choi ◽  
Woo Sook Lee ◽  
Yeon Suk Park ◽  
Myunghee Jun ◽  
So Young Lee ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Control Group ◽  
Teaching Model ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Quasi Experimental ◽  
Experimental Group

Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.

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 Formação de estudantes de enfermagem sobre parada cardiorrespiratória

2019 ◽  
Vol 13 ◽  
Author(s):  
Embert Luan Correa Pereira ◽  
Rosana Rosseto de Oliveira ◽  
Vanessa Denardi Antoniassi Baldissera ◽  
André Estevam Jaques Estevam Jaques
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Cross Sectional Study ◽  
Nursing Curriculum ◽  
Cardiorespiratory Arrest ◽  
Cross Sectional ◽  
Undergraduate Nursing ◽  
High Prevalence ◽  
Quantitative Descriptive

RESUMOObjetivo: avaliar o conhecimento de estudantes de Enfermagem sobre o suporte básico de vida na parada cardiorrespiratória. Método: trata-se de estudo quantitativo, descritivo, exploratório e transversal com 52 estudantes de Enfermagem, utilizando um questionário autorrespondido. Calcularam-se as frequências absolutas e relativas dos dados, apresentando-os em tabelas. Resultados: registrou-se que 90,38% dos entrevistados eram do sexo feminino, 98,08% eram solteiros e 41 tinham idades entre 20 e 24 anos. Aponta-se que a prevalência do conhecimento satisfatório em relação à temática foi de apenas 11,54%. Entende-se que o maior percentual de erros (94,23%) foi em relação às prioridades na parada cardiorrespiratória. Conclusão: Sinaliza-se por este estudo a importância da inserção das diretrizes do suporte básico de vida na parada cardiorrespiratória no currículo de graduação em Enfermagem, pois foi constatada uma alta prevalência de conhecimento insatisfatório sobre o assunto abordado. Descritores: Conhecimento; Aprendizagem; Estudantes de Enfermagem; Parada Cardíaca; Reanimação Cardiopulmonar; Primeiros Socorros.ABSTRACT Objective: to evaluate the knowledge of Nursing students about the basic life support on cardiorespiratory arrest. Method: this is a quantitative, descriptive, exploratory and cross-sectional study with 52 Nursing students, using a self-responded questionnaire. For data analysis, the absolute and relative frequencies were calculated. The results are presented in the form of tables. Results: 90.38% of the respondents were females, 98.08% were single/unmarried and 41 were between 20 and 24 years old. The prevalence of satisfactory knowledge in relation to the theme was only 11.54%. The greatest percentage of errors (94.23%) regarded cardiorespiratory arrest priorities. Conclusion: this study shows the importance of including guidelines on basic life support on cardiorespiratory arrest in undergraduate Nursing curriculum, because there was a high prevalence of unsatisfactory knowledge about the topic. Descritores: Knowledge; Learning; Nursing Students; Cardiac Arrest; Cardiopulmonary Resuscitation; First Aid. RESUMEN Objetivo: evaluar el conocimiento de los estudiantes de Enfermería en el soporte vital básico en paro cardiorrespiratorio. Método: se trata de un estudio cuantitativo, descriptivo, exploratorio y transversal con 52 estudiantes de Enfermería, utilizando un cuestionario autorespondido. Para el análisis de datos, fueron calculadas las frecuencias absolutas y relativas. Los resultados se presentaron en forma de tablas. Resultados: se observó que el 90.38% de los encuestados eran mujeres, 98.08% eran solteros y 41 tenían edades comprendidas entre los 20 y los 24 años. La prevalencia de conocimientos satisfactorios en relación con el tema sólo fue 11.54%. Se entiende que el mayor porcentaje de errores (94.23%) fue en relación a las prioridades en paro cardiorrespiratorio. Conclusión: este estudio señala la importancia de la inserción de las guías de soporte vital básico en paro cardiorrespiratorio el currículo de enfermería, porque se encontró una alta prevalencia de insatisfactoriedad en conocimiento acerca del tema. Descritores: Conocimiento; Aprendizaje; Estudiantes de Enfermería; Paro Cardíaco; Reanimación Cardiopulmonar; Primeros Auxílios.

scholarly journals Assessing Ventilation Skills by Nursing Students in Paediatric and Adult Basic Life Support: A Crossover Randomized Simulation Study Using Bag-Valve-Mask (BMV) vs Mouth-to-Mouth Ventilation (MMV)

2020 ◽  
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Age Groups ◽  
Training Session ◽  
The Other ◽  
Quasi Experimental ◽  
Cpr Quality ◽  
Cpr Training

To evaluate nursing students’ CPR skills using mouth-to-mouth (MMV) and bag-valve-mask (BMV) ventilation techniques on manikin simulators for infant and adult victims after practical and theoretical training. A quasi-experimental randomised cross-over design study with 44 nursing students was carried out. The participants attended a 5-hour theoretical and practical CPR training session using MMV and BMV on adult and infant manikins. A month later, four 4-minute CPR tests were performed in pairs. Two tests were performed on the infant manikin and two on the adult, using the two ventilation techniques (MMV and BMV). No significant differences between the tests were observed in the quality of chest compression (p > 0.008). Significantly higher values of effective ventilations were observed with MMV as compared with BMV in both age groups: Adult (MMV: 98 ± 7% / BMV: 84 ± 17% / p = 0.003) and Infant (MMV: 97 ± 11% / BMV: 76 ± 26% / p = 0.001). CPR quality was significantly higher when using MMV on the infant (68 ± 16%; p < 0.001) than in the other tests. The nursing students did not manage to master BMV with either victim. New complementary strategies to help them grasp the necessary BMV skills will be required.

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