Comparison of video-assisted education and traditional classroom education in pediatric cardiopulmonary resuscitation education of nursing students

Abstract

AimThis research aimed to compare the effectiveness of traditional classroom education and video-assisted education methods used in Pediatric (CPR) education and determine students' level of satisfaction with the education methods used. MethodThis research had a randomized, experimental, pretest-posttest design. The research was completed with 98 students (54 in the video-assisted education group and 44 in the traditional classroom education group). The traditional classroom education group received pediatric CPR education through traditional classroom education. On the other hand, the video-assisted education group watched the pediatric CPR education video prepared by the researchers. The level of knowledge of pediatric CPR, the level of pediatric CPR practice skills, and the satisfaction score of each student were evaluated. ResultsWhen the skills levels of the groups were compared, it was determined that there was no statistical difference between the test results. In both groups, the students' mean knowledge and skill scores in the first and second posttests were significantly higher than their pretest knowledge scores. The satisfaction scores of the students in both groups were similar. ConclusionBoth methods effectively improve students' pediatric CPR-related knowledge, skills, and satisfaction. Implications for practiceAs support for traditional education, using video-assisted visual education materials that nursing students can constantly access when needed is important.