Nursing students’ knowledge, attitude, self-efficacy in blended learning of cardiopulmonary resuscitation: a randomized controlled trial

Abstract

Background: Although various forms of online education are on the rise worldwide, effects of such innovative approach are yet to be validated. This study analyzes whether blended learning cardiopulmonary resuscitation (CPR) education that integrates e-learning and face-to-face education is effective in improving nursing students’ knowledge, attitude, and self-efficacy.Methods: A randomized controlled design was used. The participants of this study were 120 nursing students randomly assigned to the intervention group (n = 60) or the control (n = 60). The intervention group was trained using a blended learning CPR education program. Self report questionnaires with knoweldge, attitude, and self-efficacy were all used in the pre and post intervention. Differences before and after the education of each group were analyzed with a paired t-test, and the differences between the two groups were analyzed with ANCOVA with knowledge as the covariate.Results: The findings indicated that the intervention group had significantly higher knowledge scores (intervention: 16.40±1.56, control: 6.46±2, p <.001), and emotional attitude (intervention: 40.85±8.01, control: 36.05±6.87, p = .002) about CPR than the control group, but other outcomes did not differ between groups.Conclusions: In this monocentric study, a blended learning CPR program that integrated videos and face to face lecture was found effective in improving nursing students' knowledge and attitudes regarding CPR.

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

“…A study by Moon (2019) conducted in South Korea, was identified of blended learning CPR program that integrated videos and face to face lecture. This study's findings have been proven to be effective in increasing the knowledge and attitudes of nursing students regarding CPR after receiving a blended learning video program and face-to-face lectures [18]. An integrative review of blended learning video resources reported that this model is very useful in improving students' knowledge and skills, and preferred more by students because of its flexibility [12].…”

“…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.…”

“…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].…”

“…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.…”

Competências de enfermagem na simulação da parada cardiorrespiratória: scoping review

“…Nessa perspectiva, as evidências apontam que a simulação clínica contribui para o desenvolvimento de competências psicomotoras, atitudinais e cognitivas, favorecendo a aquisição de conhecimento, habilidades e atitudes referentes ao atendimento a PCR 14,16,17,20 .…”