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 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 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 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 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 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 MEASUREMENT OF GENERAL CRITICAL THINKING IN UNDERGRADUATE NURSING STUDENTS: EXPERIMENTAL STUDY

2020 ◽  
Vol 29 ◽  
Author(s):  
Diana Paula de Souza Rego Pinto Carvalho ◽  
Allyne Fortes Vitor ◽  
Ana Luisa Petersen Cogo ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
Viviane Euzébia Pereira Santos ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Maps ◽  
Life Support ◽  
P Value ◽  
Double Blind Study ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Before And After

ABSTRACT Objective: to compare the levels of general critical thinking and the skills or cognitive attributes involved, individually measured during the training of undergraduate nursing students, through a teaching intervention using Concept Maps. Method: an experimental, randomized, double-blind study with before and after design, conducted with 77 undergraduate nursing students. The research subjects were randomized to the control (38) and experiment (39) groups and both participated in a course on Advanced Life Support in Cardiology for a period of five weeks, when the intervention was the construction of four concept maps. Data collection took place through a sociodemographic questionnaire and the California Critical Thinking Skills Test (CCTST) before and after the course and after in order to measure critical thinking. Results: sociodemographic data confirmed that the groups had similar characteristics. After the intervention using the concept maps, the mean pre-and post-test general critical thinking averages were classified as moderate and showed no statistically significant difference. The t-test for paired samples showed a significantly increased Evaluation skill score (p-value of 0.022) in the posttest for the experiment group. Conclusion: the use of the teaching strategy with construction of the concept maps performed well in the promotion of General Critical Thinking and its abilities. Teaching strategies based on constructivist theories should be encouraged as they play a significant role in improving student learning and critical thinking.

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 Vpeljava simulacij kot sodobne metode učenja in poučevanja na dodiplomskem študiju zdravstvene nege: opisna raziskava

2020 ◽  
Vol 13 (Spec. Iss.) ◽  
pp. 9-24
Author(s):  
Igor Karnjuš ◽  
Mirko Prosen ◽  
Sabina Ličen
Keyword(s):  
Nursing Students ◽  
Life Support ◽  
Advanced Life Support ◽  
Opportunities To Learn ◽  
Everyday Clinical Practice ◽  
Patient Simulator ◽  
Undergraduate Nursing Students ◽  
The Third ◽  
Undergraduate Nursing ◽  
Simulation Based

The aim of our study was to evaluate the learning experiences of undergraduate nursing students enrolled in an Advanced Life Support (ALS) simulation course, by using a patient simulator. Seventy-three undergraduate nursing students from the third year evaluated a simulation-based ALS course, using statements scored on a five-point Likert scale and three open-ended questions. Students believe that simulations are an efficient method for learning that facilitates the integration of theoretical knowledge into everyday clinical practice. Although 16 students stated that this experience was slightly stressful, all students were of the opinion that they would like to have more opportunities to learn through simulations.

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