Using design thinking to identify training needs in CPR education: a qualitative study with nursing students and...

Despite the importance of cardiopulmonary resuscitation (CPR) in improving survival rates after cardiac arrest, nursing students often experience challenges related to skill retention, emotional readiness, and confidence. Innovative pedagogical strategies, such as simulation-based learning and the use of virtual reality (VR), have been suggested as potential tools to enhance CPR training. This study explores training needs and emotional barriers from the perspective of students and healthcare professionals using a Design Thinking approach.

An exploratory qualitative study was conducted as part of the preliminary phase of a larger randomized controlled trial. Structured group sessions using empathy mapping-a core tool of Design Thinking-were held with 120 undergraduate nursing students and 20 healthcare professionals. Data were analyzed thematically following Braun and Clarke's six-phase method. Two independent coders ensured reliability through consensus.

Four major themes were identified: [1] need for increased hands-on practice [2], lack of self-confidence during emergency scenarios [3], disconnect between theory and real-life application, and [4] emotional stress related to fear of failure. Participants expressed that immersive tools like VR could offer a safe environment for repeated exposure, helping to reinforce technical and emotional competence in CPR.

This study highlights the potential of using Design Thinking to identify experiential learning needs in CPR education. Findings suggest that virtual reality may act as a complementary tool to traditional simulation-based training, enhancing emotional safety and learner confidence. These insights may inform the development of a user-centered educational intervention to be tested in a subsequent phase of the project. The findings will inform the design of a user-centered intervention to be evaluated in a subsequent randomized controlled trial.