Do medical students studying in the United Kingdom have an adequate knowledge of basic life support?

Willmore, Rob; Grier, Gareth; Ozdes, Feray; Stephens, Bethan; Mooney, James J.; Crumley, Seamus G.; Davies, Peter; Badhrinarayanan, Shreya; Day, Emily; Wilson, April; Crang, Nathan; Veljanoski, Damjan; Green, Lorna; Mounsey, Craig A.; Fu, Howell; Williams, Julianne; D’Souza, Michelle; Sebastian, Dhanya; McGiveron, Liam A.; Percy, Matthew G.; Cohen, James I.; Oostvogels, Lisa; John, Imogen; Lethbridge, Alice; Watkins, Imogen; Amin, Omar M.; Qamar, Mubasher A; Hanrahan, John; Cramond-Wong, Emily

doi:10.1016/j.resuscitation.2016.07.132

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“…For healthcare providers in Thailand, a BLS course is conducted by the Thai Resuscitation Council of the Heart Association of Thailand, in accordance with AHA guidelines, and certification is renewed every 2 yr; however, this not a mandatory requirement. Studies from other countries revealed poor BLS knowledge among healthcare providers and health sciences students, including those in nursing (1,22,24).…”

Section: Introductionmentioning

confidence: 99%

Multimedia-aided instruction in teaching basic life support to undergraduate nursing students

Junsawang

Jittivadhna

Luealamai

et al. 2019

Advances in Physiology Education

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Basic life support (BLS) knowledge is a necessity for nursing students, as they have to deal with cardiac arrest events during their professional career. Existing studies indicate poor BLS knowledge among health science students, including nursing students. Learning BLS requires an understanding of basic sciences, such as anatomy, physiology, and biochemistry, subjects perceived to be difficult, resulting in misconceptions. Hence, a multimedia-aided instruction on BLS, supplemented with cooperating learning groups, was developed to assist nursing students in gaining correct BLS knowledge. A pretest-posttest designed for single cooperating groups was employed to evaluate students’ achievements. Sixty-five undergraduate nursing students took the pretest and posttest that consisted of 10 open-ended questions, each designed to evaluate an aspect of their BLS knowledge. The results show significantly more students (60 vs. 20%) answered more questions correctly on the posttest compared with the pretest ( P value <0.05, Wilcoxon signed-rank test). Thus the multimedia-aided instruction package enhanced undergraduate nursing students’ understanding of BLS and also assisted to generate a positive perception of multimedia-aided instructions, supplemented with a cooperating learning group.

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Section: Introductionmentioning

confidence: 99%