Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

María del Mar Requena-Mullor, Raquel Alarcón-Rodríguez, María Isabel Ventura-Miranda and Jessica García-González
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María del Mar Requena-Mullor: Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almería, 04120 Almería, Spain
Raquel Alarcón-Rodríguez: Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almería, 04120 Almería, Spain
María Isabel Ventura-Miranda: Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almería, 04120 Almería, Spain
Jessica García-González: Department of Nursing, Faculty of Health and Social Sciences, Campus de Lorca, University of Murcia, 30800 Murcia, Spain

IJERPH, 2021, vol. 18, issue 4, 1-9

Abstract: Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol ( p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: ?0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

Keywords: cardiopulmonary resuscitation; basic life support; nursing education; simulation; learning; skills (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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