Comparison of the Effect of Traditional and Mannequin-Based Simulation Teaching of Cardiopulmonary Resuscitation on Knowledge and Practice of Emergency Medicine Students

AUTHORS

hadi khoshab 1 , Seyed Hamid Seyed-Bagheri 2 , * , Sakineh Sabzevari 3 , Esmat Nouhi 4

1 PhD Candidate, Department of Nursing, School of Nursing and Midwifery, Bam University of Medical Sciences, Bam, Iran, Iran

2 PhD Candidate, Department of Nursing, School of Nursing and Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Iran, 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, Iran

4 Assistant Professor, Department of Internal-Surgical Nursing, ‎Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran, Iran

How to Cite: khoshab H, Seyed-Bagheri S H , Sabzevari S, Nouhi E. Comparison of the Effect of Traditional and Mannequin-Based Simulation Teaching of Cardiopulmonary Resuscitation on Knowledge and Practice of Emergency Medicine Students, Strides Dev Med Educ. 2016 ; 13(3):e57862.

ARTICLE INFORMATION

Strides in Development of Medical Education: 13 (3); e57862
Published Online: August 31, 2016
Article Type: Research Article
Received: July 09, 2017
Accepted: May 01, 2016

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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 mannequin-based simulation teaching of CPR on knowledge and practice of emergency medicine students.

Methods: This experimental study was conducted using intervention and control groups and pre-test and post-test. The students were randomly divided into two groups of 15 individuals. In the experimental group, the students were trained through mannequin-based 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 researcher-made questionnaire and checklist. The collected data were analyzed using t-test 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 > 0.05). At the end of the semester, the scores of the control group were, respectively, 14.86 ± 1.92 and 22.53 ± 1.84, and of the intervention group were, respectively, 14.80 ± 1.69 and 34.80 ± 5.05. There was only a significant difference between the two groups in the practical test score (P = 0.001). Four months after the intervention, scores of the control group were 10.33 ± 3.26 and 19.4 ± 2.13 and of the intervention group were 11.86 ± 1.88 and 34.80 ± 5.05, respectively. Yet again, only the practical test score showed significant difference between two groups (P = 0.001).

Conclusion: Based on the results of the study, it is suggested that the mannequin-based stimulation method of teaching be used for training emergency medicine students.

Keywords

Simulation Cardiopulmonary resuscitation (CPR) Motor skills Student Knowledge Education

© 2016, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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