The effect of simulation-based education on nursing students’ knowledge and performance of adult basic cardiopulmonary resuscitation: A randomized clinical trial

Abstract

Background & Aim: Cardiopulmonary arrest as a life-threatening condition needs urgent interventions to protect individuals’ life and prevent irreversible damages to vital organs. This study aimed to investigate the effect of simulation-based education on the knowledge and performance of nursing students of adult essential life support cardiopulmonary resuscitation (BLS-CPR).
 Methods & Materials: This study used a pretest-posttest study with a control group. It was conducted at Iran University of medical sciences, Tehran, Iran, in 2017. In this study, 49 nursing students at the sixth education semester were assigned using the simple random allocation into two groups of intervention (n=28) and control (n=21). Initially, the conventional BLS education was provided to the two groups of intervention and control using the conventional method. Next, the intervention group received a simulation-based education. The knowledge and performance of the students before, immediately after, and three months after the intervention was assessed using a modified knowledge assessment questionnaire and a modified performance evaluation checklist about BLS in adults.
 Results: The students’ knowledge in the intervention group immediately after (p<0.001) and three months after the intervention (p<0.05) were significantly higher than the control group. The mean scores of performance immediately after (p<0.001) and three months after the intervention (p<0.001) were significantly higher than the control group.
 Conclusions: Simulation-based education increased the knowledge and performance of nursing students in the field of BLS-CPR. According to the results, integrating conventional training with simulation-based education can be effective in learning BLS among nursing students.

Simulation-based learning in nursing curriculum- time to prepare quality nurses: A systematic review and meta-analysis

“…In Table 1 , among the six included studies, two were from Turkey [ 12 , 14 ], one was from Japan, Brazil, Jordon, and Iran, respectively [ 11 , 13 , 15 , 16 ]. A total of 364 nursing students were enrolledin the included studies; of these, 186 underwent simulation, and 172 underwent the Traditional Teaching method at Undergraduate Nursing Schools.…”

“…3 . One study showed a high risk [ 11 ], Two studies [ 12 , 13 ] were at low risk, and three studies [ [14] , [15] , [16] ] were at unclear risk of bias for participant blinding, allocation concealment, and missing data [ Fig. 2 , Fig.…”

“…3 ]. Additionally, among the six studies, one study was of high quality [ 12 ]; Four studies [ [13] , [14] , [15] , [16] ] were categorized as moderate quality, whereas one study [ 11 ], was found to be of low quality ( Table 1 ).

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Clinical simulation as a Nursing Fundamentals teaching method: a quasi-experimental study

“…It was found that the realistic simulation was more effective than the traditional teaching method in increasing the knowledge (p = 0.001) and skill (p < 0.001) levels of students. Another pre-test and a post-test study conducted in Iran with 49 nursing students compared simulation-based education with traditional teaching and found that knowledge was significantly higher even after three months in the simulation group (p < 0.05) (33) .…”

A Systematic Literature Review Identifying the Dimensions and Components of Simulation of the Hospital Emergency Department During Emergencies and Disasters

“…The emergency department is the entrance door for patients to the hospital. The official statistics of Iran show that the emergency departments of different hospitals in the country accept about 30,000,000 patients every year and subject them to emergency procedures (3). It is obvious that the development and readiness of hospital emergency departments against disasters are of great importance and it is necessary for the government health care system to pay special attention to strengthening the various dimensions and pillars of this department in the field of proper response to accidents and disasters (4).…”