https://doi.org/10.22037/jme.v7i1.847

Comparison Of Basic Life Support (BLS) Video Self-Instructional System And Traditional BLS Training In First Year Nursing Students

authors:

avatar R Nikandish 1 , * , avatar AR Askaree 2 , avatar T Karamad 2

Associate professor of anesthesiology, Fasa School of Medicine.
Medical student, Fasa School of Medicine.
Journal of Medical Education: Vol.7, issue 1; e105173
published online: May 01, 2005
article type: Research Article
received: March 01, 2005
accepted: May 01, 2005

how to cite: Nikandish R, Askaree A, Karamad T. Comparison Of Basic Life Support (BLS) Video Self-Instructional System And Traditional BLS Training In First Year Nursing Students. J Med Edu. 2005;7(1):e105173. https://doi.org/10.22037/jme.v7i1.847.

Abstract

Background: For several years, educators have criticized the lecture-based  approach  to teaching and learning. Experts have rightly stressed on acquisition  of a number of critical  skills rather than focusing on lectures. Purpose. To compare students'  pe1jormance after self-education  with VCD and manikin,  with thei performance after standard BLS training.Methods: In this randomized controlled study, twenty first-year nursing students were divided into two groups randomly, and were provided with basic life support (BLS) instruction either in the traditional format of lecturing or with VCD and manikin without tutor. The students’ Performance was evaluated on a manikin with a checklist including all steps in BLS.Results: With traditional  instruction,  students'  mean score was 42.2±3.91, while it was 46.3±3.86 with self-education,  showing no significant  difference.Conclusion: In nursing students with no previous BLS training, access to VCD and manikin facilitates immediate achievement of educational objectives similar to those  of a standard  BLS course.  Self­ learning BLS with VCD should be enhanced with a short period of hands-on practice.

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References

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