A Comparison of Cardiopulmonary Resuscitation Training Using Two Methods: Workshop and Problem-Based Learning among Abadan Nursing Faculty Students, 1390.

Davood Naderi (abadanursing@yahoo.com)
Nursing, Ahvaz Jundishapur University of Medical Sciences-Arvand Division
January, 2013



It is very important and too necessary to obtain Cardiopulmonary Resuscitation (CPR) knowledge and skills in medical and nursing students; to raise the quality of CPR training, proper teaching methods should be used. This study was designed to compare the effectiveness of CPR training on nursing students' knowledge and performance, a comparison between workshop and problem-based learning (PBL) methods.
This study has a quasi-experimental approach in which the sample was composed of 46 students from the Abadan Nursing Faculty. Subjects were randomly divided into two blocks:
first, Workshop group and the second, PBL group. Data collection tools included a questionnaire containing demographic and 30 multiple choice questions (with a minimum of zero and a maximum of 30 points) and an 18 variable-observational check list (with a maximum of zero and a minimum of -245 points) by which needed steps of basic CPR were evaluated. Validity was investigated by content and formal validity and reliability by use of halving method. These tools were used before, immediately after training period and one month later .Data was analyzed by use of SPSS software, 17th edition.
The mean knowledge score of subjects which was low prior to training (8.45±2.80 and 9.17±2.62 for workshop and PBL groups respectively) improved to an acceptable level (18.16±4.28 and 17.55±4.39, P=0.000). Also the mean performance score improved from a low level (-201.14±25.53 and -205.21±36.46 for workshop and PBL groups respectively) to an acceptable level (-50±26.39, and -31.14±23.05, P=0.000). To compare the effectiveness of two methods, the inter-group mean differences were analyzed in which there was no statistically significant difference between two methods in knowledge (9.73±4.49 and 8.38±4.34 for workshop and PBL respectively, P=0.302), but a significant difference in performance (151.470±27.258 and 179.54±39.78, P=0.036).There was a significant difference in knowledge scores among male and female subjects in both workshop (P=0.038) and PBL groups (P=0.007) but this gender difference was observed in performance scores just among workshop group (p=0.024).
The results of this study showed that both methods were effective in improvement of CPR knowledge and performance among nursing students. In scope of cognitive learning, both methods were equally effective but in psychomotor aspect, PBL had a better result which is probably due to the small sample size.
Cardiopulmonary resuscitation, workshop, Problem Based learning, Nursing Students, Learning.

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