The effects of an online basic life support course on undergraduate nursing students’ learning
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 an...
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2017
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ndltd-arizona.edu-oai-arizona.openrepository.com-10150-6257642017-10-04T03:00:29Z The effects of an online basic life support course on undergraduate nursing students’ learning Tobase, Lucia Peres, Heloisa H.C. Gianotto-Oliveira, Renan Smith, Nicole Polastri, Thatiane F. Timerman, Sergio Univ Arizona, Coll Med, Heart Sarver Ctr Basic life support education nursing cardiopulmonary resuscitation 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. 2017-08-25 Article The effects of an online basic life support course on undergraduate nursing students’ learning 2017, 8:309 International Journal of Medical Education 2042-6372 28850944 10.5116/ijme.5985.cbce http://hdl.handle.net/10150/625764 http://arizona.openrepository.com/arizona/handle/10150/625764 International Journal of Medical Education en http://www.ijme.net/archive/8/online-basic-life-support-course/ © 2017 Lucia Tobase et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License. INT JOURNAL MEDICAL EDUCATION-IJML |
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Basic life support education nursing cardiopulmonary resuscitation |
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Basic life support education nursing cardiopulmonary resuscitation Tobase, Lucia Peres, Heloisa H.C. Gianotto-Oliveira, Renan Smith, Nicole Polastri, Thatiane F. Timerman, Sergio The effects of an online basic life support course on undergraduate nursing students’ learning |
description |
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. |
author2 |
Univ Arizona, Coll Med, Heart Sarver Ctr |
author_facet |
Univ Arizona, Coll Med, Heart Sarver Ctr Tobase, Lucia Peres, Heloisa H.C. Gianotto-Oliveira, Renan Smith, Nicole Polastri, Thatiane F. Timerman, Sergio |
author |
Tobase, Lucia Peres, Heloisa H.C. Gianotto-Oliveira, Renan Smith, Nicole Polastri, Thatiane F. Timerman, Sergio |
author_sort |
Tobase, Lucia |
title |
The effects of an online basic life support course on undergraduate nursing students’ learning |
title_short |
The effects of an online basic life support course on undergraduate nursing students’ learning |
title_full |
The effects of an online basic life support course on undergraduate nursing students’ learning |
title_fullStr |
The effects of an online basic life support course on undergraduate nursing students’ learning |
title_full_unstemmed |
The effects of an online basic life support course on undergraduate nursing students’ learning |
title_sort |
effects of an online basic life support course on undergraduate nursing students’ learning |
publisher |
INT JOURNAL MEDICAL EDUCATION-IJML |
publishDate |
2017 |
url |
http://hdl.handle.net/10150/625764 http://arizona.openrepository.com/arizona/handle/10150/625764 |
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