<p>The Effect of Basic CPR Training on Adults’ Knowledge and Performance in Rural Areas of Iran: A Quasi-Experimental Study</p>

Abstract

Introduction: Cardiac arrest happening outside the hospital, specifically in rural regions that are more distant from health centers, is a crucial issue in the health of individuals in those regions. Therefore, the ability of residents in those regions to do cardiopulmonary resuscitation (CPR) is very important in preventing death among people. This study aimed at determining the effect of basic CPR training on the adults' knowledge and performance in rural areas. Methodology: This quasi-experimental study was conducted on 92 adults from rural areas of Shouraab Kohmareh-Sorkhi in Fars province, Iran, in September and October 2018. The samples were selected and divided into two groups using the simple random method. The data were collected using a demographic information form, knowledge questionnaire, and an observational checklist of CPR performance devised by the researcher. Basic teaching of CPR for the intervention group included two hours of oral teaching using lecture and question and answer as well as two hours of practical teaching using demonstration, practice on a manikin, provision of feedback, and correction of errors. The data were entered into the SPSS statistical software, version 21 and were analyzed using descriptive statistical tests, Kolmogorov-Smirnov test, independent t-test, chi-square test, Wilcoxon signed-rank test, and Mann-Whitney test. Findings: The study results revealed that the intervention group's mean score of knowledge was significantly greater after the intervention (6.78±1.23) compared to that at baseline (2.78 ±1.74) and compared to the control group (3.24±1.84) (p<0.001). Additionally, the intervention group's mean score of performance was significantly greater after the intervention (8.22 ±1.65) than that before the intervention (0.8±0.77) and compared to the control group (1.17 ±0.71) (p<0.001). Conclusion: According to the study findings, the villagers' performance and knowledge could be enhanced by teaching basic CPR techniques.

Assessment of Knowledge and Attitude of Basic Life Support (BLS) among Schoolteachers in the Jazan Region, Saudi Arabia

“…Previous BLS training was significantly associated with higher knowledge scores (p=0.0001). This aligns with experimental study findings from Iran that indicated higher knowledge after basic BLS training [23]. Though the association of gender with BLS knowledge and skills was not well studied among schoolteachers, we found that the male gender was significantly associated with higher knowledge than the female gender (95% C.I.…”

Knowledge and attitude of basic life support skills among female school teacher in Al-Madinah, Saudi Arabia

“…[ 22 ] Previous studies on teachers before and after BLS training found an improvement in BLS sequence and quality of chest compression after training. [ 16 23 ]…”

The Effect of Experiential Learning Program on Entrepreneurial Mindset: A Quasi-Experimental Study

“…The same as above, we also examine the within-group comparisons for the pre-test and posttest scores of entrepreneurial mindset sub-scales. Referring to previous studies (e.g., Ko & Park, 2018;Khademian et al, 2020;Kivelä et al, 2020;Tinôco et al, 2021;Girard et al, 2023), the expected findings for those within-group comparisons are that the entrepreneurial mindset sub-scales will increase in the treatment group but they will not change in the control group (see Appendix 1). Accordingly, we also use the scripts of directional research hypotheses (Tuckman & Harper, 2012;Cho & Abe, 2013;Creswell & Creswell, 2018;Babbie, 2021), and the wordings are as follows:…”

“…Before the experiential learning program started, the five sub-scales (i.e., ELAM, IMPLM, EM_AO, EM_AT, and EM_CR) were the same between the undergraduate students who participated in the program and those who did not participated in the program (i.e., H1a, H1b, H1c, H1e, and H1f were supported). The findings demonstrated the homogeneity in the pre-intervention (see Ko & Park, 2018;Khademian et al, 2020;Kivelä et al, 2020;Tinôco et al, 2021;Girard et al, 2023). However, before the experiential learning program started, the undergraduate students who involved in the experiential learning program had a lower EM_RP than those who did not involve in the program (i.e., H1d was not supported).…”

“…Accordingly, we then examine the between-group comparisons for the pre-test and post-test scores of entrepreneurial mindset sub-scales (i.e., ELAM, IMPLM, EM_AO, EM_RP, EM_AT, and EM_CR). Referring to previous studies (e.g., Ko & Park, 2018;Khademian et al, 2020;Kivelä et al, 2020;Tinôco et al, 2021;Girard et al, 2023), the expected findings for those between-group comparisons are that: (1) at the beginning of the experiential learning program (before the treatment does), the treatment group and the control group will have the same entrepreneurial mindset sub-scales, and (2) at the end of the experiential learning program (after the treatment does), the treatment group will have the higher entrepreneurial mindset sub-scales than the control group (see Appendix 1). Accordingly, we then use the scripts of directional research hypotheses (Tuckman & Harper, 2012;Cho & Abe, 2013;Creswell & Creswell, 2018;Babbie, 2021), and the wordings are as follows:…”