Abstract
ABSTRACT Objective: to assess the effect of an educational intervention called “Basic Life Support with the use of the automated external defibrillator” on knowledge development in Nursing professionals, considering the articulation of active teaching and learning strategies. Method: a quasi-experimental intervention study, without a control group and of before-and-after type, carried out with 113 nurses working in the Urgency and Emergency Network of an inland city in the state of São Paulo, through a course presented between March and June 2019 on cardiopulmonary resuscitation with Basic Life Support and use of automated external defibrillator. Three active teaching and learning strategies were articulated: inverted classroom, video lesson, and clinical simulation. Knowledge was assessed by applying a pre- and post-test, and the paired t test was used for the analysis. Results: the best performance regarding knowledge development was presented by the nurses from the hospital area, identifying a mean of 11.90 points in the pre-test and of 16.9 points in the post-test. In general, better scores of knowledge regarding Basic Life Support were obtained, evidenced by statistically significant results, with a p-value<0.001. Conclusion: the articulation of the adopted strategies can enhance knowledge development in Nursing regarding Basic Life Support in adult patients, due to the emphasis on the development of critical thinking, the encouragement of clinical judgment, reflective discussion and active participation of individuals in their learning process, factors that positively impact on the acquisition of the individuals' cognitive ability/knowledge.
Highlights
Nursing performs its work process in constantly changing scenarios due to the fast pace of technological advancement, which makes continuous learning and the adoption of pedagogical mechanisms that stimulate its development essential.[1]
Of the 113 participants, 32 (28.5%) were nurses working in the fixed pre-hospital area, 39 (34.5%) were nursing technicians working in the fixed pre-hospital area, 21 (18.5%) were nurses at the hospital, area and 21 (18.5%) were nursing technicians at the hospital area
Knowledge about cardiopulmonary resuscitation (CPR) and Basic Life Support (BLS) is essential for Nursing professionals and enabling it through active strategies, mainly through clinical simulation, favors its acquisition, possibly by favoring the development of critical thinking, stimulating clinical judgment, reflective discussion and active participation of those involved in the learning process – factors that positively impact on the acquisition and retention of cognitive ability/knowledge.[11,25,26,27,28,30]
Summary
Nursing performs its work process in constantly changing scenarios due to the fast pace of technological advancement, which makes continuous learning and the adoption of pedagogical mechanisms that stimulate its development essential.[1]. Regarding the teaching and learning process of Basic Life Support (BLS) of adult patients by Nursing professionals, the difficulties to develop knowledge effectively and the challenges to establish pedagogical strategies for this objective have been well documented in the literature.[3,4]. The difficulty in promoting a consistent professional education process for BLS in Nursing is an important discussion point in patient care, since cardiac arrest is a serious public health problem and a cause of mortality worldwide; survival can be three times higher when this event is monitored by professionals capable of providing immediate and quality cardiopulmonary resuscitation (CPR).[4]. In view of the incipience of scientific studies that propose to explore the articulation of pedagogical teaching strategies for Nursing in the context of cardiopulmonary resuscitation,[6] the following question was raised: can the articulation of active teaching strategies for the BLS of adult patients using the automated external defibrillator (AED) favor knowledge development in Nursing professionals?
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