Document Type : Original Article
Authors
1 PhD Candidate, Department of Nursing, School of Nursing and Midwifery, Bam University of Medical Sciences, Bam, Iran
2 PhD Candidate, Department of Nursing, School of Nursing and Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
3 Assistant Professor, Physiology Research Center, Department of Internal-Surgical Nursing, Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
4 Assistant Professor, Department of Internal-Surgical Nursing, Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
Abstract
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
Keywords
- Mohsenpour M, Imani Z, Abdolkarimi M. The effect of education of cardiopulmonary resuscitation (C.P.R) on knowledge of nursing staff and C.P.R team members in a hospital in Kerman province. J Qual Res Health Sci. 2010;9(1-2):1-7. [In Persian]
- Ammirati C, Gagnayre R, Amsallem C, Némitz B, Gignon M. Are schoolteachers able to teach first aid to children younger than 6 years? A comparative study. BMJ Open. 2014;4(9):e005848.
- Al Hadid L, Suleiman K. Effect of boost simulated session on CPR competency among nursing students: A pilot study. J Educ Pract. 2012;3(16):186-93.
- Mäkinen M, Niemi-Murola L, Kaila M, Castrén M. Nurses’ attitudes towards resuscitation and national resuscitation guidelines—Nurses hesitate to start CPR-D. Resuscitation. 2009; 80(12): 1399-404.
- Nasiripur A, Bahadori M, Sh T, Gohari M. Prehospital emergency performance in Iran View of comprehensive coverage plan. J Crit Care Nurs. 2010;2(4):3-4.
- Farajzadeh Z, Saadatjoo SA, Tabiee S, Hosseini M. Reliability and validity of osce in evaluating clinical skills of emergency medicine students of Birjand University of Medical Sciences. J Birjand Univ Med Sci. 2012;18(4): 312-9. [In Persian]
- Holland K, Roxburgh M, Johnson M, Topping K, Watson R, Lauder W, et al. Fitness for practice in nursing and midwifery education in Scotland, United Kingdom. J Clin Nurs. 2010;19(3‐4):461-9.
- Rushforth HE. Objective structured clinical examination (OSCE): review of literature and implications for nursing education. Nurse Educ Today. 2007;27(5):481-90.
- Lane C, Rollnick S. The use of simulated patients and role-play in communication skills training: a review of the literature to August 2005. Patient Educ Couns. 2007;67(1): 13-20.
- Rafii F, Seyedeh-Fatemeh H-O, Hamid P, Hamid H. AComparative Study of the Effectiveness of the Clinical Practice of Fundamental Nursing through Role-Play versus Traditional Method on Caring Behaviors of Sophomore-Level Nursing Students. Iran J Nurs. 2009;22(60):45-52. [In Persian]
- Heidarzadeh, A., Forozy Azizzade, M., Kazemi, M., & Jahani, Y. (2015). Comparing the Effect of Two Methods of Cardiopulmonary Resuscitation Education Including Computer-Based Stimulation and Mannequin Stimulation on Nursing Students' Knowledge and Satisfaction. Journal of Medical Education Development, 8(17), 12-20.
- Sanford PG. Simulation in nursing education: A review of the research. The Qualitative Report. 2010;15(4):1006-11.
- Beck CT. Caring among nursing students. Nurse Educator. 1992;17(6):22-7
- Beck CT. How students perceive faculty caring: A phenomenological study. Nurse Educator. 1991;16(5):18-22.
- Shearer R, Davidhizar R. Using role play to develop cultural competence. J Nurs Educ. 2003;42(6):27-6.
- Gerdprasert S, Pruksacheva T, Panijpan B, Ruenwongsa P. Development of a web-based learning medium on mechanism of labour for nursing students. 2010;30(5):464-9. Nurse Educ Today.
- Kardong-Edgren SE, Oermann MH, OdomMaryon T, Ha Y. Comparison of two instructional modalities for nursing student CPR skill acquisition. Resuscitation. 2010;81(8):1019-24.
- Lo BM, Devine AS, Evans DP, Byars DV, Lamm OY, Lee RJ, et al. Comparison of traditional versus high-fidelity simulation in the retention of ACLS knowledge. 2011;82(11):1440-3. Resuscitation.
- Burns HK, O'Donnell J, Artman J. High-fidelity simulation in teaching problem solving to 1st-year nursing students: a novel use of the nursing process. Clinical 2010;6(3):e87-e95. Simulation in Nursing.
- Akhu-Zaheya LM, Gharaibeh MK, Alostaz ZM. Effectiveness of simulation on knowledge acquisition, knowledge retention, and selfefficacy of nursing students in Jordan. Clinical Simulation in Nursing. 2013;9(9):e335-e42.
- Heidarzadeh A, Forozy Azizzade M, Kazemi M, Jahani Y. Comparing the effect of two methods of cardiopulmonary resuscitation including computer-based education stimulation and mannequin stimulation on nursing students knowledge and satisfaction. J Med Edu Dev. 2015;8(17): 12-20. [In Persia]
- Laschinger S, Medves J, Pulling C, McGraw D, Waytuck B, Harrison MB, et al. Effectiveness of simulation on health profession students' knowledge, skills, confidence and satisfaction. Int J Evid Based Healthcare. 2008;6(8):278-302
- Shaabani H. Educational and developmental skills. 10ed nd. Tehran: Samt Pub; 2010. [In Persian]