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Int J Med Educ. 2017 Aug 25;8:309-313. doi: 10.5116/ijme.5985.cbce.

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

Author information

1
Personnel Management, Mobile Emergency Care Service, Sao Paulo, Brazil.
2
Department of Professional Counseling, School of Nursing, University of Sao Paulo, Sao Paulo, Brazil.
3
Department of Emergency Medicine, Campinas State University (UNICAMP), Campinas, Brazil.
4
Heart Sarver Center, University of Arizona College of Medicine, Tucson, USA.
5
Laboratory of Cardiovascular Emergencies Training, Heart Institute (InCor), Clinicals Hospital of the Sao Paulo University, Sao Paulo, Brazil.

Abstract

Objectives:

To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS).

Methods:

An 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.

Results:

A 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%).

Conclusions:

The 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.

KEYWORDS:

basic life support; cardiopulmonary resuscitation; education; nursing

PMID:
28850944
PMCID:
PMC5699862
DOI:
10.5116/ijme.5985.cbce
[Indexed for MEDLINE]
Free PMC Article

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