2024, Vol. 6, Issue 2, Part B

Methods: Pilot study employed an evaluative approach, utilizing a quasi-experimental, concurrent two-group pre-test post-test design. This study was conducted in selected nursing colleges of Dharwad, Karnataka. The independent variables were traditional classroom training and simulation-based training, while the dependent variables were knowledge and skill acquisition in CPR. Socio-demographic variables included age, gender, religion, habitat, family monthly income, and previous CPR knowledge. The target population comprised students studying in the II-year BSc Nursing program, while the accessible population included II-year BSc Nursing students meeting the inclusion and exclusion criteria. The sampling technique used was non-probability purposive sampling, with a total sample size of 20 students divided equally into Group A and Group B. Data were collected from II-year BSc Nursing students who were willing to participate and available at the time of data collection, with exclusion criteria including illness during data collection and previous training in Basic Life Support (BLS).

Results: Knowledge scores significantly improved post-intervention, with 70% demonstrating good knowledge compared to 10% pre-intervention. The mean knowledge score increased from 10.13 (SD = 5.40) to 18.8 (SD = 5.13), with a mean difference of 8.7 (t = 27.54, p<0.05). Practice scores also showed improvement, with 40% having good practice post-intervention compared to none pre-intervention. The mean practice score rose from 6.13 (SD = 5.40) to 11.8 (SD = 3.13), with a mean difference of 5.67 (t = 21.54, p<0.05). No significant association was found between the pre-test knowledge and practice scores and any demographic variables.

Conclusion: The results show significant knowledge and skill improvements in both groups. Group A, with traditional training, saw a 23.13% knowledge gain, while Group B, with simulation training, had an 8.03% gain. Both groups exhibited significant pre-test to post-test score differences. Additionally, ANOVA revealed simulation training's superior effectiveness (f_cal = 7.32 > f_tab = 5.05), suggesting it enhances CPR education more effectively. These findings emphasize simulation training's potential for improving nursing students' CPR proficiency.