Document Type : Original Article
PhD Candidate, Department of Nursing, School of Nursing and Midwifery, Bam University of Medical Sciences, Bam, Iran
PhD Candidate, Department of Nursing, School of Nursing and Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
Assistant Professor, Physiology Research Center, Department of Internal-Surgical Nursing, Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
Assistant Professor, Department of Internal-Surgical Nursing, Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
Background & Objective: Nursing care in terms of cardiopulmonary resuscitation (CPR) requires education that causes a better and deep learning of the science and practical skills The current study was conducted with the aim of comparing the effect of traditional and mannequinbased simulation teaching of CPR on knowledge and practice of emergency medicine students Methods: This experimental study was conducted using intervention and control groups and pretest and posttest The students were randomly divided into two groups of 15 individuals In the experimental group the students were trained through mannequinbased stimulation In the control group traditional CPR training method was used The scientific knowledge and skills of the participants were assessed in three stages of before the study at the end of the semester and 4 months after the intervention using a researchermade questionnaire and checklist The collected data were analyzed using ttest and repeated measurement test Results: The results showed no significant difference between the mean and standard deviation of the theory test and practical skill assessment in the control and intervention group before the study (P > 005) At the end of the semester the scores of the control group were respectively1486 ± 192 and 2253 ± 184 and of the intervention group were respectively 1480 ± 169 and 3480 ± 505 There was only a significant difference between the two groups in the practical test score (P = 0001) Four months after the intervention scores of the control group were 1033 ± 326 and 194 ± 213 and of the intervention group were 1186 ± 188 and 3480 ± 505 respectively Yet again only the practical test score showed significant difference between two groups (P = 0001) Conclusion: Based on the results of the study it is suggested that the mannequinbased stimulation method of teaching be used for training emergency medicine students
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