Abstract
Objectives: To assess an in situ simulation-based cardiopulmonary resuscitation training strategy, with emphasis on debriefing and follow-up assessment of knowledge after training.
 Method: This was an educational intervention study to measure intraparticipant variability. The simulation-based teaching techniques consisted of nine steps.This research followed STROBE recommendations for the methodological development of observational studies. 
 Results: Significant differences (p < 0.05) were observed between the pre-test and post-theory assessments, and between the pre-practical phase and 60 days post-training. However, no differences were observed (p<0.05) between the post-theory and post-practical phases, showing that after participating in the training strategy, after the pre-test assessment, the participants seemed to have carried over the knowledge displayed in the post-theory to the post-practical time, with considerable reduction in performance 60 days after the training program.
 Conclusion: Theoretical emphasis coupled with simulation practice displayed the best results in performance when compared to theoretical training alone, even at 60 days post-training.
Highlights
Active teaching methods stand out in the educational field as tools to change the paradigm of health education
Three data collection instruments were developed, based on American and European guidelines. These instruments were assessed by an expert panel of five nursing professionals, who were chosen based on the following inclusion criteria: having experience with Cardiopulmonary resuscitation (CPR) and simulation-based teaching
The scores on the theoretical instrument improved throughout the study steps, as shown in Table 1, with emphasis on the post-simulation phase (ID), with a mean of 16.94 correct answers
Summary
Active teaching methods stand out in the educational field as tools to change the paradigm of health education. Such methods place students in immersive situations that simulate real-life problems, stimulating critical and reflective thinking skills before the need to come up with immediate solutions, helping construct knowledge [1]. Of the existing active learning strategies, simulations stand out as an innovative technique in health education. There is abundant evidence in the literature showing that this method improves learning, develops specific aptitudes, and contributes to integrating teams and developing ethical attitudes [2, 3]. Cardiopulmonary resuscitation (CPR) training programs enable and enhance professional decisionmaking and foster the development of technical care skills, considering that cardiorespiratory arrests represent a global public health issue. In the United States, the estimated prevalence is 209,000 cases per year, and in Brazil, 200,000, most of which occur in hospitals [4]
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