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, Jessica García-González, María Del Mar Requena-Mullor, Raquel Alarcón-Rodríguez, María Isabel Ventura-Miranda, Jessica García-González

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: basic life support; cardiopulmonary resuscitation; learning; nursing education; simulation; skills.

Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Flow diagram of the participants.

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