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Comparing two teaching methods based on concept map and lecture on the level of learning in basic life support.

Shahla Aliyari1, Amir Hosein Pishgooie2, Azadeh Abdi3

  • 1AJA University of Medical Sciences, Faculty of Nursing, Maternal Newborn Health Department, Nursing School of AJA, End of Kaj Ave., Infront of Bahar Shiraz Ave., Shariati St., Tehran, Iran.

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Concept maps significantly improved nursing students' Basic Life Support (BLS) skills compared to lectures. This teaching method enhances practical application of critical medical knowledge for better patient care outcomes.

Keywords:
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Area of Science:

  • Medical Education
  • Nursing Training
  • Cardiopulmonary Resuscitation

Background:

  • Basic Life Support (BLS) education is crucial for healthcare professionals, particularly nurses.
  • Various teaching methodologies exist to impart essential medical knowledge and skills.
  • Evaluating effective teaching strategies is vital for optimizing nursing education.

Purpose of the Study:

  • To compare the efficacy of concept map-based versus lecture-based teaching methods.
  • To assess the impact on nursing students' knowledge and practice levels in Basic Life Support.
  • To determine which method better facilitates skill acquisition in BLS.

Main Methods:

  • A quasi-experimental study involving 57 nursing students in Tehran.
  • Random allocation into two groups: lecture-based (n=29) and concept map-based (n=28).
  • Knowledge assessed pre-intervention and at multiple post-intervention time points; practice assessed pre- and immediately post-intervention.

Main Results:

  • No significant pre-intervention differences in knowledge or practice scores between groups.
  • Post-intervention knowledge scores showed no significant difference between the concept map and lecture groups.
  • Practice scores were significantly higher in the concept map group immediately after the intervention (P=0.03).

Conclusions:

  • Concept map-based teaching appears more effective than traditional lectures for improving Basic Life Support practical skills in nursing students.
  • This pedagogical approach may enhance skill acquisition and retention in critical care training.
  • Further research could explore long-term skill retention and broader clinical application.