The effect of implementing cardiopulmonary resuscitation video-based online learning in acquiring the knowledge and skills in the physical education students

Abstract

Background: Traditional teaching is the most direct and successful instruction approach. The use of Videobased online learning for CPR is considered an effective instruction method and could be highly beneficial in training high school students to perform competent CPR. This study aimed to evaluate effect of implementing cardiopulmonary resuscitation video-based online learning in acquiring the knowledge and skills in the physical education students. Material and method: A quasi-experimental design was utilized. A convenience sample of 220 undergraduate physical education students was included. Two tools were utilized to obtain data for this study. Tool, one comprised two parts; part one, sociodemographic data; and part two, a cardiopulmonary resuscitation knowledge questionnaire. Tool two used to assess CPR procedure using cardiopulmonary resuscitation skills checklist. Results: There was a statistically significant difference in both learning groups in the immediate and after one-month period knowledge test (p immediate <0.001, p one month period <0.001). The video online learning group had a significant increase in their practical skills than the traditional learning skills in the immediate test (p immediate <0.001) and after one month test (p one month period <0.001). Conclusions: Using video-based online learning in cardiopulmonary resuscitation training effectively acquired the knowledge and skills in physical education students. Recommendation: Using video online learning effectively improve psychomotor skills to non-medical and medical students and facilitates remembering effective CPR skills. Video-based learning help nursing educators to deep understand the benefits and value of utilizing this method in the clinical training of CPR skills for medical and nonmedical individuals which increase their satisfaction and skill acquisition.