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Comparing Nursing Student Competence in CPR before and after a Pedagogical Intervention
Siv Roel1, Ida Torunn Bjørk1,2
1Department of Nursing and Health Science, University of South-Eastern Norway, Postboks 235, 3603 Kongsberg, Notodden, Norway.
Nursing Research and Practice
|March 10, 2020
Summary
Nursing students need better cardiopulmonary resuscitation (CPR) training. A new curriculum improved CPR knowledge but not compression skills, highlighting gaps in nursing education for effective resuscitation.
Area of Science:
- Medical Education
- Emergency Medicine
- Nursing Practice
Background:
- Cardiopulmonary resuscitation (CPR) proficiency is essential for graduating nurses.
- Existing studies indicate deficiencies in nursing students' CPR competency.
- Enhanced training is crucial to meet healthcare standards.
Purpose of the Study:
- To evaluate the impact of a longitudinal pedagogical intervention on nursing students' CPR competence.
- To compare CPR knowledge and psychomotor skills between two student cohorts.
- To identify specific areas of improvement or deficiency in CPR performance.
Main Methods:
- Comparative study design involving two cohorts of bachelor in nursing students.
- Implementation of curriculum changes including defibrillation training and simulation.
- Assessment of CPR knowledge and compression performance (depth, rate, hand position) in the final year.
Main Results:
- Students with the intervention (cohort 2) showed significantly higher total knowledge scores.
- No significant difference was observed in the mean depth and number of correct compressions.
- Cohort 2 demonstrated a significantly higher mean compression rate and more incorrect hand positions.
Conclusions:
- The pedagogical intervention enhanced nursing students' theoretical knowledge of CPR.
- Despite increased practice, students' compression performance did not meet national/international guidelines.
- Further curriculum refinement is necessary to improve practical CPR skills in nursing education.
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