Abstract
BackgroundAlthough various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated. This study analyzes whether blended learning cardiopulmonary resuscitation (CPR) education that integrates e-learning and face-to-face education is effective in improving nursing students’ knowledge, attitude, and self-efficacy.MethodsA randomized controlled design was used. The participants of this study were 120 nursing students randomly assigned to the intervention group (n = 60) or the control (n = 60). The intervention group was trained using a blended learning CPR education program. Self report questionnaires with knoweldge, attitude, and self-efficacy were all used in the pre and post intervention. Differences before and after the education of each group were analyzed with a paired t-test, and the differences between the two groups were analyzed with ANCOVA with knowledge as the covariate.ResultsThe findings indicated that the intervention group had significantly higher knowledge scores (intervention: 16.40 ± 1.56, control: 6.46 ± 2, p < .001), and emotional attitude (intervention: 40.85 ± 8.01, control: 36.05 ± 6.87, p = .002) about CPR than the control group, but other outcomes did not differ between groups.ConclusionsIn this monocentric study, a blended learning CPR program that integrated videos and face to face lecture was found effective in improving nursing students’ knowledge and attitudes regarding CPR.
Highlights
Various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated
No significant differences in general characteristics were found between the intervention and control groups
By analyzing the effects of a blended learning program based on e-learning materials developed by major Korean public health institutions with government funding on cardiopulmonary resuscitation (CPR) knowledge, attitude, and self-efficacy, this study has added new evidence supporting the effectiveness of CPR blended learning
Summary
Various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated. An estimated 31% of the deaths worldwide each year are due to cardiovascular diseases (CVDs), and cardiac arrest and stroke account for 80% of total CVD deaths. In such a context, it is very important for health workers to be prepared to administer CPR to patients with CVD [2]. Nurses are likely to be first responders, because they spend significant time alongside patients and are often the first to realize when a patient is experiencing an in-hospital cardiac arrest It would be beneficial for nursing students to have proper knowledge and high self-efficacy about CPR to strengthen their skills for future use [3, 4]. A study that analyzed nursing students’ self-efficacy as an outcome of a simulation-based Basic Life Support education program [3] and another study both reported that nursing students who performed chest compression properly have higher self-efficacy [5]
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