Multimedia-aided instruction in teaching basic life support to undergraduate nursing students

Abstract

Basic life support (BLS) knowledge is a necessity for nursing students, as they have to deal with cardiac arrest events during their professional career. Existing studies indicate poor BLS knowledge among health science students, including nursing students. Learning BLS requires an understanding of basic sciences, such as anatomy, physiology, and biochemistry, subjects perceived to be difficult, resulting in misconceptions. Hence, a multimedia-aided instruction on BLS, supplemented with cooperating learning groups, was developed to assist nursing students in gaining correct BLS knowledge. A pretest-posttest designed for single cooperating groups was employed to evaluate students’ achievements. Sixty-five undergraduate nursing students took the pretest and posttest that consisted of 10 open-ended questions, each designed to evaluate an aspect of their BLS knowledge. The results show significantly more students (60 vs. 20%) answered more questions correctly on the posttest compared with the pretest ( P value <0.05, Wilcoxon signed-rank test). Thus the multimedia-aided instruction package enhanced undergraduate nursing students’ understanding of BLS and also assisted to generate a positive perception of multimedia-aided instructions, supplemented with a cooperating learning group.

Study on effectiveness analysis of multi-media combined with PBL teaching in breast surgery

“…Its essence is to arouse the students' learning interest with the problems and actual cases, and instructors guide side by side and make the students change from the traditional passive learning to the active learning mode, which enhances the students' ability of autonomous learning to a great extent 17 . However, multi-media teaching is characterized by large amount of information, colourful content, strong expressive power and easy to operate, which can reduce the teaching difficulty of teachers and make the classroom atmosphere more interesting, and it is the most indispensable teaching tool for teachers 18 , 19 .…”

Application and practice of “Hand as Foot” analogy teaching method in clinical teaching of Obstetrics and Gynecology

“…In recent years, multimedia teaching has enriched teaching methods to a large extent, especially Microsoft O ce PowerPoint (PPT). Meanwhile, it is different from traditional education method [1] . PPT can show two-dimensional surface perspective.…”

“…Page 9/12 1 Inner Mongolia Peoples Hospital, Department of Gynecology, Hohhot, Inner Mongolia, 010050, China…”

Basic Life Support: Knowledge Assessment Considering the Articulation of Active Teaching Strategies

“…2 Specifically regarding the teaching and learning process of Basic Life Support (BLS) of adult patients by Nursing professionals, the difficulties to develop knowledge effectively and the challenges to establish pedagogical strategies for this objective have been well documented in the literature. [3][4] The difficulty in promoting a consistent professional education process for BLS in Nursing is an important discussion point in patient care, since cardiac arrest is a serious public health problem and a cause of mortality worldwide; survival can be three times higher when this event is monitored by professionals capable of providing immediate and quality cardiopulmonary resuscitation (CPR). 4 Thus, CPR education is mainly focused on ensuring a broad and uniform implementation of this science during the health care practice, encouraging, for this purpose, the articulation of educational strategies aimed at optimizing knowledge based on the recommendations of the American Heart Association (AHA).…”

“…[3][4] The difficulty in promoting a consistent professional education process for BLS in Nursing is an important discussion point in patient care, since cardiac arrest is a serious public health problem and a cause of mortality worldwide; survival can be three times higher when this event is monitored by professionals capable of providing immediate and quality cardiopulmonary resuscitation (CPR). 4 Thus, CPR education is mainly focused on ensuring a broad and uniform implementation of this science during the health care practice, encouraging, for this purpose, the articulation of educational strategies aimed at optimizing knowledge based on the recommendations of the American Heart Association (AHA). 5 In view of the incipience of scientific studies that propose to explore the articulation of pedagogical teaching strategies for Nursing in the context of cardiopulmonary resuscitation, 6 the following question was raised: can the articulation of active teaching strategies for the BLS of adult patients using the automated external defibrillator (AED) favor knowledge development in Nursing professionals?…”