Cardiopulmonary Resuscitation Self-efficacy Research Articles

Comparison of gamification and role-playing education on nursing students’ cardiopulmonary resuscitation self-efficacy

BackgroundCardiopulmonary resuscitation (CPR) is one of the most fundamental skills a nursing student should be trained in. Gamification in education involves using game elements to increase motivation, engagement, and personalization of the learning process. The gamification method creates competition among students using various methods, comparing to the role-playing method which is a teaching method that allows individuals to actively engage in simulated scenarios. Therefore, this research aimed to compare the effect of CPR education using gamification and role-playing on the self-efficacy of nursing students.MethodsThis research was a quasi-experimental intervention type with three groups. A total of 154 nursing students participated in this study and were divided into intervention with role-playing (n = 53), gamification (n = 60) and conventional (lecture) (n = 41) groups. In the conventional method, CPR skills were taught to students using practical exercises. In the role-playing method, after training with moulages, a scenario was presented, and students were assigned roles. In the gamification method, after training with moulages, a scenario was presented, and after that, Kahoot software was used to create a sense of competition and excitement in the game. Self-efficacy scores were measured before and after interventions. Self-efficacy in CPR, knowledge, and skills of nursing students in CPR were assessed in each of the three groups using The Basic Resuscitation Skills Self- Efficacy Scale.ResultsIn the present study, 154 nursing students, including 92 females and 62 males, participated. There was a statistically significant difference in the mean self-efficacy scores before and after training in both the gamification and role-playing groups (P < 0.05). There was a statistically significant difference in the mean self-efficacy scores among the three groups (gamification, role-playing, and lecture) (P < 0.05).ConclusionBased on results it can be concluded that the teaching method used in CPR training affects the self-efficacy of CPR. Active methods, have a greater impact on CPR self-efficacy.

Comparing the Effectiveness of Two New CPR Training Methods in Korea: Medical Virtual Reality Simulation and Flipped Learning.

We compared the educational effects of two training methods that have gained momentum: medical virtual reality (medi-VR) simulation and flipped learning. Firefighters (n=128; 116 men and 12 women; mean age=28 years) in training from the Emergency Educational Simulation Center of Korea National Fire Service Academy, Gongju-si, Korea, were randomly assigned to two groups: medi-VR simulation and flipped learning in 2022. The participants were trained to perform cardiopulmonary resuscitation (CPR) using medi-VR simulation and the flipped learning methods. CPR self-efficacy, knowledge, performance, class immersion, and class satisfaction were compared between the groups. To analyze educational effects, paired and independent t-tests were performed. The post-education scores for CPR performance knowledge and CPR performance were significantly higher in the medi-VR simulation group compared to the flipped learning counterparts (P<0.001). Moreover, despite the lack of a significant difference between the groups, post-education scores for self-efficacy, class immersion, and class satisfaction showed a positive effect on learning. Medi-VR simulation can be utilized as effective educational intervention, while providing a new direction for teaching methods.

Effect of a hybrid team-based advanced cardiopulmonary life support simulation program for clinical nurses.

During in-hospital cardiac arrest events, clinical nurses are often the first responders; therefore, nurses require sufficient advanced cardiac life support (ACLS) competency. This study aimed to verify the effects of a hybrid team-based ACLS simulation (HTAS) program (developed in this study) on nurses' ACLS performance, specifically ACLS knowledge, cardiopulmonary resuscitation (CPR) self-efficacy, and CPR-related stress. The developed HTAS comprised four lecture videos, one team-based skills training video, and a team-based ACLS simulation. A quasi-experimental pretest-posttest design with a comparison group (CG) was used to evaluate the effectiveness of the HTAS. Of the 226 general ward nurses with more than 6 months of clinical experience, 117 were allocated to the intervention group (IG), which attended the HTAS, and 109 to the CG, which attended only basic ACLS training. The IG's ACLS performance significantly improved (t = 50.8, p < 0.001) after the training. Relative to the respective pretest conditions, posttest ACLS knowledge (t = 6.92, p < 0.001) and CPR self-efficacy (t = 6.97, p < 0.001) of the IG also significantly increased. However, when the mean difference values were compared, there was no significant difference between the two groups with respect to ACLS knowledge (t = 1.52, p = 0.130), CPR self-efficacy (t = -0.42, p = 0.673), and CPR stress (t = -0.88, p = 0.378). The HTAS for ward nurses was effective at enhancing the nurses' ACLS performance. It is necessary to develop effective training methods for team-based ACLS and verify the sustained effects of such training.

High-Fidelity Simulation Effects on Cardiopulmonary Resuscitation Self-Efficacy and Knowledge Retention in Undergraduate Nursing Students: A Two-Group, Experimental, Longitudinal Pilot Study.

This pilot study aimed to assess the effects of high-fidelity simulation on cardiopulmonary resuscitation (CPR) self-efficacy and knowledge retention compared to case-based learning. A two-group, experimental, longitudinal design was adopted. Fifty-two undergraduate nursing students were invited to participate in the study, which was conducted between March and May 2019. The results show statistically significant differences in favor of the experimental group on both CPR knowledge retention and self-efficacy one month after training. These findings may assist nurse educators to implement high-fidelity simulation in CPR education.

Effects of cardiopulmonary resuscitation training for Mozambican nursing students in a low-resource setting: An intervention study

BackgroundThere is an increasing incidence of cardiovascular diseases in Africa. Nurses' ability to undertake cardiopulmonary resuscitation (CPR) can significantly impact the survival of patients who experience cardiac arrest. ObjectivesWe aimed to identify the effects of CPR training among Registered Nurse-Bachelor of Science in Nursing (RN-BSN) students in Mozambique. DesignA one-group pretest–posttest repeated-measures quasi-experimental design. SettingAuditorium of a general hospital and 2 Anne manikins, but no automatic external defibrillator. ParticipantsThirty-two RN-BSN students. MethodsStudents' attitudes and self-efficacy on CPR were measured by self-reported questionnaires three times (before, immediately after, and 20 weeks post intervention). Data were analyzed by the paired t-test and repeated-measures analysis of variance. ResultsAttitude and self-efficacy scores of students on CPR significantly increased immediately after CPR training, but decreased 20 weeks after the intervention (p < .001). Sociodemographic characteristics did not significantly differ throughout the measurements of attitude or self-efficacy. ConclusionsCPR manikin training positively affected attitude and self-efficacy in CPR among RN-BSN nursing students immediately, but not at 20 weeks, after the training. There is a need for research to repeatedly quantify parameters in a controlled study at different intervals and develop an instructor-training course customized to Mozambique.

A mediation analysis of the effect of practical training on the relationship between demographic factors, and bystanders' self-efficacy in CPR performance.

This study examined the mediation effect of practical training on the relationship of demographic characteristics with bystander self-efficacy in cardiopulmonary resuscitation (CPR) performance. We used nationwide, cross-sectional data from the Korea Community Health Survey and analyzed 25,082 Korean adults who participated in CPR training within the last 2 years. A mediation model was applied to explore the pathway from demographic characteristics via CPR practical training to self-efficacy in CPR performance. A multiple logistic regression analysis was performed to examine each path in the mediation model. Of the 25,082 respondents recently trained, 19,168 (76.8%) practiced on a manikin. In the unadjusted CPR practical training model, the demographic characteristics associated with high self-efficacy in CPR performance were male gender (odds ratio [OR] = 2.54); 50s age group (OR = 1.30); college or more (OR = 1.39) and high school education (OR = 1.32); white collar (OR = 1.24) and soldier (OR = 2.98) occupational statuses. The characteristics associated with low self-efficacy were 30s age group (OR = 0.69) and capital (OR = 0.79) and metropolitan (OR = 0.84) areas of residence (p < 0.05). In the adjusted CPR practical training model, the significance of the relationship between demographics and self-efficacy in CPR performance decreased in male gender, 30s age group, college or more and high school education, and soldier occupational status (i.e., partial mediation), and disappeared in metropolitan residents (i.e., complete mediation). The degree of the mediating effect of CPR practical training on self-efficacy differed for each demographic characteristic. Thus, individualized educational strategies considering recipient demographics are needed for effective practice-based CPR training and improving bystander CPR performance.

Nurses’ perceptions of self-efficacy in cardiopulmonary resuscitation at a private hospital in Selangor

Nurses’ perceptions of self-efficacy in cardiopulmonary resuscitation at a private hospital in Selangor

Simulation based cardiovascular system education in nursing: What recent studies say?

Cardiovascular diseases (CVDs) are the number one cause of death globally: people die annually from CVDs than from other cause. In this way nursing education system has key role of bringing to student the knowledge, skills and experience of managing CVDs. The aim of this review is to indicate the importance of simulation based cardiovascular system education in nursing. We conducted a systematic literature review to evaluate the study results within the simulation based cardiovascular system education in nursing. Akdeniz University center electronic databases including MEDLINE, CINAHL and PUBMED e.g. were searched studies published in English within the last five years with “nursing education”, “simulation based cardiovascular system education” and “simulation based education in nursing” key words. In the recent literature review, there are six-research studies simulation based cardiovascular system educations in nursing. A study conducted by Tawalbeh and Tubaishat (2014) indicated that traditional training is an effective teaching strategy; however, simulation is significantly more effective than traditional training. Another study has shown that use of the deliberate practice model and a simulation-based curriculum to learn cardiovascular assessment and diagnostic reasoning skills was found to be very important. Pilot students' data of another study in a multi-center research model reflected that undergraduate nursing students who received the simulation-based training achieved statistically significant pre-to-posttest improvement in cardiopulmonary assessment skills and cognitive knowledge. The study results conducted by Heidarzadeh and colleagues (2014) indicated that both of the simulation methods increased the perception of self-efficacy in cardiopulmonary resuscitation. Another RCT results conducted by Aqel and Ahmad (2014) indicated that high-fidelity simulation (HFS) provides students with interactive learning experiences in a safe controlled environment. Simulation is an effective teaching strategy for cardiovascular system education includes ACLS, cardiovascular assessment and diagnostic reasoning. Keywords: Cardiovascular; nursing; CVD.

The Effect of Basic Cardiopulmonary Resuscitation Education of Elementary School Students

This study aimed to recognize the importance of the training in basic cardiopulmonary resuscitation (CPR) by comparing the knowledge, attitude and self-efficacy in CPR of trained and untrained elementary school students based on the revised Basic CPR Guidelines 2010, and providing the basic resources needed to develop the CPR training program for elementary school students. This research is a descriptive study to compare and analyze knowledge, attitude and self-sufficiency in the area of CPR between the group of students trained in CPR in a regular health education class and the group of students who were not trained. The result showed that all elements including knowledge (t=8.15, p<.001), attitude (t=-4.218, p<.001) and self-sufficiency (t=7.46, p<.001) were higher in the trained group than in the untrained group. Therefore, it was found that training in basic CPR for elementary school students was an effective way to improve CPR knowledge, attitude and self-sufficiency. therefore, we suggest that CPR education for elementary school students to reflect on the school curriculum in order to be done systematically. Received (January 5, 2016), Review Result(January 19, 2016) Accepted(January 26, 2016), Published(February 29, 2016) 705-703 College of Nursing, Yeungnam University college., 170, Hyeonchung-ro, Nam-gu, Daegu, Korea email: hj09jang@ync.ac.kr (Corresponding Author) 730-739 College of Nursing, Kyungwoon University., 724-5, Gangdong-ro, Sandong-myeon, Gumi-si, Gyeongsangbuk-do, Korea. email: hsy1009@hanmail.net The effect of Basic Cardiopulmonary Resuscitation education of elementary school students Copyright c 2016 HSST 404 Keyword: Basic Cardiopulmonary Resuscitation, Knowledge, Attitude, Self Efficacy, Elemetary school students

Public awareness and self-efficacy of cardiopulmonary resuscitation in communities and outcomes of out-of-hospital cardiac arrest: A multi-level analysis

BackgroundThis study aims to test the association between capacity of cardiopulmonary resuscitation (CPR) at community level and survival after out-of-hospital cardiac arrest (OHCA). MethodsEmergency medical service (EMS)-treated OHCAs with cardiac etiology in Korea between 2012 and 2013 were analyzed, excluding cases witnessed by EMS providers. Exposure variables were five indexes of community CPR capacity: awareness of CPR (CPR-Awareness), any training experience of CPR (CPR-Any-Training), recent CPR training within the last 2 years (CPR-Recent-Training), CPR training with a manikin (CPR-Manikin-Training), and CPR self-efficacy (CPR-Self-Efficacy). All measures of capacity were calculated as aggregated values for each county level using the national Korean Community Health Survey database of 228,921 responders sampled representatively from 253 counties in 2012. Endpoints were bystander CPR (BCPR) and survival to discharge. We calculated adjusted odds ratios (AORs) per 10% increment in community CPR capacity using multi-level logistic regression models, adjusting for potential confounders at individual levels. ResultsOf 29,052 eligible OHCAs, 11,079 (38.1%) received BCPR. Patients were more likely to receive BCPR in communities with higher proportions of residents with CPR-Awareness, CPR-Any-Training, CPR-Recent-Training, CPR-Manikin-Training, and CPR-Self-Efficacy (all p<0.01). AORs for BCPR were 1.06 (1.03–1.10) per 10% increment in CPR-Awareness, 1.10 (1.04–1.15) for CPR-Any-Training, and 1.08 (1.03–1.13) for CPR-Self-Efficacy. For survival to discharge, AORs (95% CIs) were 1.34 (1.23–1.47) per 10% increment in CPR-Awareness, 1.36 (1.20–1.54) for CPR-Any-Training, and 1.29 (1.15–1.45) for CPR-Self-Efficacy. ConclusionHigher CPR capacity at community level was associated with higher bystander CPR and survival to discharge rates after OHCA.

Association of cardiopulmonary resuscitation psychomotor skills with knowledge and self‐efficacy in nursing students

Effective cardiopulmonary resuscitation (CPR) skills are essential for better patient survival, but whether these skills are associated with knowledge of and self-efficacy in CPR is not well known. The purpose of this study was to assess the quality of CPR skills and identify the association of the psychomotor skills with knowledge and self-efficacy at the time of CPR skills training. A convenience sample of 124 nursing students participated in a one-group posttest-only study. The quality of CPR psychomotor skills, as assessed by structured observation using a manikin, was suboptimal. Nursing students who performed correct chest compression skills reported higher self-efficacy, but there was no association between CPR psychomotor skills and total knowledge. Rigorous skills training sessions with more objective feedback on performance and individual coaching are warranted to enable mastery learning and self-efficacy.