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 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

scholarly journals Development and validation of educational videos addressing indwelling catheterization

2018 ◽  
Vol 9 (3) ◽  
pp. 109
Author(s):  
Marina B. Rossi ◽  
Rui Carlos N. Baptista ◽  
Rosali Isabel B. Ohl ◽  
Tania A.M. Domingues ◽  
Alba Lucia B.L. de Barros ◽  
...  
Keyword(s):  
Nursing Students ◽  
Public University ◽  
First Year ◽  
Indwelling Catheter ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Mean ◽  
Educational Videos ◽  
Two Stages ◽  
Development And Validation

Objective: Developed and validate educational videos addressing the female and male indwelling catheterization techniques in adult patients.Methods: Methodological study divided into two stages: development and validation of a script and the filming, editing and validation of videos. The script was written in the storyboard format, which was validated by eight nurse experts using the Delphi technique. The educational videos were filmed according to this validated script and were validated by 71 undergraduate nursing students using a five-point Likert scale.Results: The final script was composed of eight items: concept, reasons, material, instructions, male and female indwelling catheterization, indwelling catheter care, and complications. Five rounds were needed for the script to be validated by experts, a process that lasted nine months. The scenes were filmed, edited and inserted in the animated texts. The final versions were watched by 71 first-year undergraduate nursing students from a public university located in São Paulo. The mean scores assigned by the students to the eight items were greater than four. The item that obtained the highest mean was “complications related to indwelling catheterization”, with a mean score of 4.80. The item with the lowest score was “reasons” with a mean of 4.38. Assessment of the set of items (“did you understand this video?”) also obtained a mean score of 4.38. Agreement among students was also significant (p < .001).Conclusions: The script was developed and validated by experts, while the educational videos that resulted from this script were validated by first-year undergraduate nursing students.

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 Hypermedia on peripheral venipuncture: effectiveness in teaching nursing students

2018 ◽  
Vol 71 (6) ◽  
pp. 2983-2989 ◽  
Author(s):  
Natasha Marques Frota ◽  
Nelson Miguel Galindo Neto ◽  
Lívia Moreira Barros ◽  
Francisco Gilberto Fernandes Pereira ◽  
Geórgia Alcântara Alencar Melo ◽  
...  
Keyword(s):  
Nursing Students ◽  
Test Design ◽  
Undergraduate Nursing Students ◽  
Support Tool ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Teaching Learning

ABSTRACT Objective: To assess the effectiveness of an educational hypermedia in the knowledge of Nursing academics on peripheral venipuncture. Method: Quasi-experimental study with pre and post-test design. Results: The mean number of right answers of the 73 individuals who participated in the study, in the pre-test, was 7.7 (DP = 1.05), and 8.3 in the post-test (DP = 0.74). The comparation of pre and post hypermedia mean number of right answers showed significant difference (p < 0.001). Conclusion: Hypermedia is a strategy that increases knowledge and is feasible in the teaching-learning process, being useful as a support tool for teachers and for the development of undergraduate 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 Changes in the level of nursing students’ empathy during four years education

2019 ◽  
Author(s):  
Maryam Sedaghati Kesbakhi ◽  
Camelia Rohani
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
First Year ◽  
Academic Education ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Empathic Communication ◽  
Student Version ◽  
The Mean ◽  
The University

Abstract Background: A review of previous studies on nursing students’ empathy showed contradictory results with reducing or increasing empathy in nursing students and other students in the healthcare field during academic years of education at the university. Methods: The descriptive study with comparative design was conducted to determine the level of empathy and its changes in 122 undergraduate nursing students from the first to the fourth year of study. The data were collected using Jefferson Scale ofPhysician Empathy Nursing Student Version-R (JSE- NS version R) . Data were analyzed with descriptive and analytical tests by SPSS version 20. Results: Results showed that the mean score of empathy in all nursing students was 91.8 ± 28.7 (range: 20-140). Changes of empathy across the academic education years indicated that it was significantly declined in the fourth year of education, compared to the first year (p<0.001). The mean score of empathy in more than 76% of nursing students in the fourth academic education year was set at less than 50 th percentile. Conclusions: Based on this significant reduction, it is recommended that the reasons are explored by qualitative studies. Also, empathy is introduced to the nursing students, as one of the standards of clinical competency using strategies, such as education for empathic communication with the patient in training programs, and in the core courses of the nursing profession.

Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
Diana Jiménez-Rodríguez ◽  
Mercedes Pérez-Heredia ◽  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Virtual Simulation ◽  
Emotional Understanding ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

Sign in / Sign up

Export Citation Format

Share Document