The effects of an online basic life support course on undergraduate nursing students’ learning

Abstract

ObjectivesTo describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). MethodsAn online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. ResultsA paired t-test revealed a significant increase in learning [pre-test (6.4 ± 1.61), post-test (9.3 ± 0.82), p < 0.001]. The increase in the average grade after taking the online course was significant (p<0.001). No learning differences (p=0.475) had been observed between 1st and 2nd year (9.20 ± 1.60), and between 3rd and 4th year (9.67 ± 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). ConclusionsThe online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals.

Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

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“…Educação Em ciências da saúdE Barbosa Estudos comprovam que os estudantes que participaram de estações simuladas foram capazes de interagir melhor com as situações clínicas mais complexas e ganharam mais autoconfiança e conhecimento do que aqueles que possuíam somente o conteúdo teórico [16][17][18]. A simulação pode ser responsável por aumentar o nível de conhecimento prático dos estudantes, promovendo ganhos na autoconfiança, diminuindo o estresse e a tensão, além de possíveis erros nas posteriores intervenções com os pacientes [12,[19][20][21].…”

Mobile care service for psychiatric urgencies and emergencies: perception of nursing workers

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“…(8) For this reason, the Ministry of Health established the Center for Education in Urgencies, which provides an continuing training for professionals in order to qualify them for the treatment of various types of diseases with which they can come across. In this sense, the existence of scientific evidence about the continuing education in SAMU can direct the decision-making of the professionals involved in the care of psychiatric urgencies (20) .…”

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