Background Cardiopulmonary resuscitation (CPR) is a very critical phenomenon, and to prepare for it, most nurses undertake simulation training, during which learners’ stress levels should be managed. This study aims to evaluate nurses’ stress levels during CPR simulation training using heart rate variability (HRV) measured with a smartwatch and to determine the correlation between individual personality traits and stress levels. Methods This prospective observational study was conducted from July 2020 to December 2021. For nurses participating in advanced life support training with more than six months of clinical experience, their stress levels while performing as a CPR team leader were measured. Regarding stress levels, heart rate data measured with a smartwatch were processed using Kubios HRV Standard software to generate HRV parameters. The personality of participants was evaluated using the Big Five personality test. The degree of stress according to personality was determined using HRV parameters. Consequently, the correlation between personality and stress according to the clinical experience of cardiac arrest was analyzed. Results Of the 132 participants, 91.7% were female, and the median age of the sample was 27 years. Agreeable personality had the highest score (32.84±3.83). LF power (r = 0.18, p = 0.04) and HF power (r = 0.20, p = 0.02) showed a significant positive correlation with the agreeableness trait. In subgroup analysis according to the cardiac arrest experience, the agreeableness trait had a positive correlation with a standard deviation of NN intervals (r = 0.24, p = 0.01), root-mean-square of successive differences (r = 0.23, p = 0.02), LF Power (r = 0.26, p = 0.01), and HF power (r = 0.23, p = 0.02), but a negative correlation with mean HR (r = -0.22, p = 0.03). Conclusion The clinical experience in cardiac arrest and agreeableness were related to acute stress during training. In the future, it is necessary to apply a scenario of a level suitable for individual personality and experience, and evaluate the level and achievement of students.

Background Cardiopulmonary resuscitation (CPR) education requires that learners practice key skills to promote mastery. Our aim in this study was to evaluate differences in post-education performance and class participation during CPR training between face-to- face (FF) and non-face-to-face (NFF) learning formats. Methods This was a randomized controlled study of third-year medical students from two university hospital, allocated to either the FF or NFF format for CPR education. The learning scenario addressed single-person CPR, consisting of chest compression only, and excluded breathing. The Kahoot! application was used for NFF. Between-group comparisons for class participation and CPR skills were based on video recordings. Results Seventy students participated in our study, with 35 randomly allocated to the FF and NFF groups. There were no between-group differences in terms of age, sex, previous basic life support training, and willingness and confidence in performing CPR. Compared to the FF group, the NFF group demonstrated significant differences during CPR, including fewer calling for assistance and using of defibrillator (p = 0.006), as well as fewer checking for breathing (p = 0.007), and fewer counting during chest compression (p = 0.006). Additionally, < 30% of learners in the NFF group completed rhythm analysis after the last defibrillator shock delivery and resumed immediate chest compression (p < 0.001). All students in both groups passed the post-training assessment. Conclusion Class participation in NFF learning was lower than that in FF learning. Although the post-education evaluation in the NFF group was not inferior, efforts on promoting active participation in NFF learning are required.