Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning
| Autor: | Raquel Alarcón-Rodríguez, María Isabel Ventura-Miranda, Jessica García-González, María del Mar Requena-Mullor |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
medicine.medical_specialty
Undergraduate nursing Health Toxicology and Mutagenesis medicine.medical_treatment education lcsh:Medicine cardiopulmonary resuscitation Article 03 medical and health sciences 0302 clinical medicine basic life support hemic and lymphatic diseases Humans Chain of survival Medicine Cardiopulmonary resuscitation Nurse education Student learning skill skills learning 030504 nursing business.industry lcsh:R Public Health Environmental and Occupational Health nursing education Basic life support Education Nursing Baccalaureate 030208 emergency & critical care medicine simulation Checklist Physical therapy Students Nursing Clinical Competence Educational Measurement 0305 other medical science business |
| Zdroj: | riUAL. Repositorio Institucional de la Universidad de Almería Universidad de Almería International Journal of Environmental Research and Public Health Volume 18 Issue 4 International Journal of Environmental Research and Public Health, Vol 18, Iss 1409, p 1409 (2021) |
| Popis: | Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills. |
| Databáze: | OpenAIRE |
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