Cardiopulmonary Resuscitation Knowledge Among Respiratory Therapy and Anesthesia Technology Students in Jordan: A Cross-Sectional Study

Cardiopulmonary resuscitation (CPR) knowledge among future critical-care professionals is essential for improving survival after cardiac arrest. Evidence on CPR preparedness among respiratory therapy (RT) and anesthesia technology (AT) students in Jordan is limited. This study assessed CPR knowledge, willingness to perform CPR, and perceived motivators and barriers to CPR training.

A cross-sectional survey was conducted among RT and AT students (n = 360) in Jordan. Eligible participants were second-year students and above. The questionnaire collected demographics, prior CPR training, a 10-item CPR knowledge test (score 0-10), and self-reported motivators and barriers. Descriptive statistics, χ² tests, and t-tests were used.

Of the 360 participants, 46.9% had received CPR training; the mean age was 20.4 years, and 69.7% were female. The overall mean knowledge score was 5.22 (SD 2.00). Knowledge did not differ by prior training (5.27 vs. 5.18; p = 0.696). Students with basic life support training scored higher than those with advanced training (5.27 vs. 3.50; p = 0.001). Recognition of the emergency number (90.6%) and chest-compression technique (66.9%) were the most correctly answered items, whereas compression depth (34.7%) and initial response steps (13.9%) showed the poorest knowledge. Almost all students (98.1%) were willing to attend CPR training. Key motivators were helping others (36.4%) and family cardiac disease (25.6%); barriers included lack of interest (34.2%), limited time (25.0%), and cost (19.4%).

RT and AT students demonstrated moderate CPR knowledge but notable deficits in essential technical skills. High willingness to train supports integrating mandatory and recurrent CPR instruction into allied health curricula.