The effects of an online basic life support course on undergraduate nursing students’ learning

• Main Authors: Tobase, Lucia, Peres, Heloisa H.C., Gianotto-Oliveira, Renan, Smith, Nicole, Polastri, Thatiane F., Timerman, Sergio
• Other Authors: Univ Arizona, Coll Med, Heart Sarver Ctr
• Language: en
• Published: INT JOURNAL MEDICAL EDUCATION-IJML 2017
• Subjects: Basic life support; education; nursing; cardiopulmonary resuscitation
• Online Access: http://hdl.handle.net/10150/625764; http://arizona.openrepository.com/arizona/handle/10150/625764

Objectives: To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). Methods: An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. Results: A paired t-test revealed a significant increase in learning [pre-test (6.4 +/- 1.61), post-test (9.3 +/- 0.82), p < 0.001]. The increase in the average grade after taking the online course was significant (p < 0.001). No learning differences (p = 0.475) had been observed between 1st and 2nd year (9.20 +/- 1.60), and between 3rd and 4th year (9.67 +/- 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). Conclusions: The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals.