Blended Distance-classroom Training as an Alternative to the Traditional Classroom Training in Basic Cardiopulmonary Resuscitation and Automated External Defibrillation

Birkun, Alexei; Altukhova, I. V.; Перова, Е. А.; Frolova, Lesya; Abibullayev, L. R.

doi:10.23934/2223-9022-2019-8-2-145-151

Cited by 12 publications

(14 citation statements)

References 16 publications

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“…A study conducted a short 2-week training session based on conventional lectures, combined with independent online learning with an average of 60 minutes at least twice a week about basic CPR and defibrillation [19]. Another study applied blended training (one hour of an online course, three hours of hands-on training) of basic CPR with AED [21]. Two studies were reported to have significant skills improvement from these models, which were evaluated immediately after blended training [16,19].…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, skills in blended learning are reported to be better than the control group after six months of training [16]. One study reported a higher level of chest compression in the blended training group than in the control group; however, there was no statistical difference in the simulation scenario's CPR quality [21].…”

Section: Discussionmentioning

confidence: 99%

“…A total of six studies included in this review are summarized in Table 1. Three of the studies have been conducted in Spain [16,17], two in South Korea [18][19][20], and one was in the Russian Federation [21]. The number of participants included was ranged from 79 IVCN to 213.…”

Section: Characteristics Of Studiesmentioning

confidence: 99%

“…Blended learning is defined as integrating face-to-face interaction and innovatively interceded interaction between students in structures and learning resources [22]. The findings of the review which explored blended learning including face-to-face or traditional teaching methods that were integrated with the e-learning website [16,19,21], video-based [18], a computerbased simulation [20], and one study was economics analyzed between blended and classical or face-to-face [17].…”

Section: Blended Learning Intervention Modelsmentioning

confidence: 99%

“…Several studies evaluated the effectiveness of blended learning at BLS by assessing several individual aspects, including knowledge and skills as outcomes. Some studies were evaluated knowledge [16,18,21], self-efficacy [18][19][20], problem-solving [19], attitude [18], willingness to attempt resuscitation [21], post-code stress [20], satisfaction with simulation [20], and almost all evaluated the psychomotor skill [16,[19][20][21]. Table 1 presents the key outcome of blended learning in BLS training among nursing students.…”

Section: Outcome Assessmentmentioning

confidence: 99%

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The effectiveness of blended learning in basic life support training among nursing students: A systematic review

Mulyadi

Lea

Malara

et al. 2021

KLS

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Coronavirus 2019 (COVID-19) is a global health problem and poses challenges in various fields, including education. Some training programs such as Basic Life Support (BLS) training need to adapt to new policies, which are physical and social distancing. Blended learning by combining face-to-face with online training, may help achieve BLS competencies for health care professionals, including nursing students. This systematic review was conducted to explore blended learning effectiveness in BLS training for nursing student populations. The electronic search strategy was conducted from PubMed, CINAHL, Embase, Web of Science, and Cochrane for the years 2010 to 2020 with full text in English. This review followed the PRISMA guidelines. The initial search yielded 240 studies, and six of those studies were eventually included. The results reported there were three blended learning models appeared, including face to face learning combined with e-learning website, combined with video-based, and combined with computer-based simulations. With an intervention duration of four hours to two weeks, there was an indication of several improving outcomes, including skills, knowledge, attitudes, self-efficacy, problem-solving abilities, and willingness to perform resuscitation. Furthermore, the skill outcome is significantly more effective in blended learning of face-to-face models combined with the e-learning website and combined with computer-based simulations. The knowledge outcome parameter likely is the most effective from all of three blended learning models. These findings imply that BLS training needs to use blended learning models by modifying the training modules, facilities, and infrastructure as consideration. Keywords: Basic life support, blended learning, nursing students, systematic review

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