Author Affiliations
Abstract
Cardiopulmonary resuscitation (CPR) is a life-saving technique that combines chest compressions and rescue breaths to maintain blood circulation and oxygen supply during emergencies like cardiac arrest. Rapid initiation of CPR can significantly increase the chances of survival until professional medical assistance arrives. This study was conducted to assess the effectiveness of a structured teaching program (STP) on the knowledge regarding CPR among nursing students. A quasi-experimental study was conducted. A convenient sampling technique was used with a sample size of 60 nursing students. The STP was found effective in enhancing the knowledge of nursing students regarding CPR.
Keywords
Cardiopulmonary resuscitation, Structured teaching program, Knowledge, Nursing students, Quasi-experimental study.
Introduction
Administering cardiopulmonary resuscitation (CPR) is crucial for the chances of survival in individuals experiencing sudden cardiac arrest. The primary focus lies on performing chest compressions, as they play a pivotal role in maintaining the circulation of oxygenated blood to both the heart and the brain.[1] Promptly starting CPR and administering defibrillation are crucial in decreasing mortality and morbidity among individuals following a cardiopulmonary arrest. With each passing minute of delayed CPR, the chances of survival decrease by up to 10%.[2] Initially, CPR training was exclusive to healthcare professionals. However, as it became evident that many cardiac events occurred outside the hospital, it was recognized that bystanders who witnessed such incidents needed to perform early CPR. Consequently, CPR is now regarded as a skill essential for everyone.[3]
To effectively and swiftly respond to cardiac arrest situations, nurses need to possess proficiency, readiness, and up-to-date knowledge of life-saving procedures. This may entail undergoing repeated CPR training to maintain their skills.[4] Initiating CPR training for nursing students right from the beginning of their careers holds the potential to enhance survival rates in sudden cardiac arrest (SCA) cases, attributed to the presence of care providers who are professionally trained.[5]
Mastery of proper techniques and maneuvers is essential for effectively reviving a victim. While it is ideal for everyone to know about basic life support (BLS) and CPR, its significance is particularly invaluable for medical personnel.[6] The study aims to assess the knowledge and practices about CPR among nursing students in S. V. Memorial College of Nursing, Amritsar, Punjab, and to provide the knowledge for CPR.
Objectives
- To assess the pre-test knowledge and practices regarding CPR among nursing students in selected colleges.
- To assess the post-test knowledge and practices regarding CPR among nursing students in selected colleges.
- To find the association between pre-test knowledge and practice scores with the selected demographic variables.
Methodology
A quasi-experimental study was conducted.
- Population: Nursing students
- Sample: Nursing students at S.V. Memorial College of Nursing
- Sample size: 60
- Setting: S.V. Memorial College of Nursing
- Sampling technique: Convenient sampling
Independent variables: Structured Teaching cum demonstration Programme.
Dependent variables: Knowledge of students regarding C.P.R.
Tool description: A structured questionnaire (KR20 = 0.87) was used to assess the knowledge and practices regarding CPR among nursing students at S.V. Memorial College of Nursing, Amritsar, Punjab. The questionnaire consists of the following parts:
Part A: Socio-demographic profile. This part will include items such as Age, Sex, Source of information, etc.
Part B: Structured questionnaire regarding knowledge of CPR. It was prepared by the researcher and contains multiple-choice questions regarding the importance of CPR. Each correct response was given 1 mark, and the wrong response was given 0.
Validity: The content validity of the tools was assessed by a panel of five experts from the medical and nursing field, who had expertise in developing such instruments, and the necessary modification was made accordingly.
Data collection procedure: The data were collected from 60 nursing students at S.V. Memorial College of Nursing, Amritsar, Punjab. Formal permission was obtained from the official authority of the college before approaching the students. The information was kept confidential and used for research purposes only.
During this period, the investigator collected both pre-tests, teaching with a structured teaching cum demonstration program, and then post-test.
Stages of data collection: The data was collected in the following three steps
- Pre-test: A pre-test was conducted among the chosen samples by giving a questionnaire to assess the knowledge of CPR before the implementation of STP.
- Implementation of STP and demonstration of CPR: Immediately after the pre-test, STP and demonstration were given to the same students regarding CPR.
- Post-test: The evaluation was conducted by conducting a post-test after 7 days of the implementation of STP and demonstration. Post-test was conducted using the questionnaire used for the pre-test.
Results
| Demographic variables | Frequency | Percentage (%) | |
| Age in years | 20 | 09 | 15 |
| 21 | 27 | 45 | |
| 22 | 12 | 20 | |
| 23 | 12 | 20 | |
|
Sex |
Male | 24 | 40 |
| Female | 36 | 60 | |
| Religion | Hindu | 10 | 16.6 |
| Christian | 12 | 20 | |
| Muslim | 16 | 26.7 | |
| Sikhs | 22 | 36.7 | |
| Type of family | Joint | 20 | 33.3 |
| Nuclear | 18 | 30 | |
| Extended | 22 | 36.7 | |
| Area of residence | Rural | 36 | 60 |
| Urban | 24 | 40 | |
| Father’s educational status | Illiterate | 30 | 50 |
| Primary | 12 | 20 | |
| Secondary | 12 | 20 | |
| Diploma/Graduate | 6 | 10 | |
|
Mother’s educational status |
Illiterate | 27 | 45 |
| Primary | 6 | 10 | |
| Secondary | 16 | 26.7 | |
| Diploma/Graduate | 11 | 18.3 | |
| Stream in XII | Mathswith Biology | 12 | 20 |
| Biology | 36 | 60 | |
| Arts | 6 | 10 | |
| Others | 6 | 10 | |
| Previous
knowledge |
Yes | 33 | 55 |
| No | 27 | 45 | |
| Source of information | Mass Media | 15 | 45.5 |
| Books | 12 | 36.3 | |
| Parents/friends | 6 | 18.2 | |
Table 1: Frequency and percentage of demographical variables among nursing students (N=60)
Table 1 shows the majority of the students (45%) were 21 years old, the majority of the students (60%) were females, 37% were sikh, 37% belonged to extended families, 60% were from rural areas, 50% students have father’s educational status as illiterate, 45% have a mother’s educational status as illiterate, 60% were having biology as the 12th class stream, 55% were having previous knowledge regarding CPR, and 45% were having mass media as the source of information.
| Level of
knowledge |
Min-Max
obtainable score |
Frequency | Percentage % | ||
| Pre-test | Post-test | Pre-test | Post-test | ||
| Very poor | 0-6 | 03 | – | 05 | – |
| Poor | 7-12 | 27 | – | 45 | – |
| Average | 13-18 | 24 | 9 | 40 | 15 |
| Good | 19-24 | 06 | 30 | 10 | 50 |
| Very good | 25-30 | – | 21 | – | 35 |
Table 2: Level of knowledge of students on CPR before and after implementation of STP and demonstration program (N=60)
Table 2 shows that the pre-test overall level of knowledge for degree students – 5% of students had very poor knowledge, 45% of students had poor knowledge, and 40% of degree students had average knowledge about CPR. 10% of students had good knowledge, and no student was found to have very good knowledge about CPR before the implementation of STP and demonstration of CPR.
Post-test overall knowledge level for degree students – 15% of students had average knowledge, 50% of students had good knowledge, and 35% of degree students had very good knowledge.
| Demographic
variables |
Level of knowledge | Chisquare value | ||||
| Very poor | Poor | Average | Good | |||
| Age | 20 | 0 | 3 | 6 | 0 | X2 = 11.78
Degrees of freedom (Df) = 9 P = 0.22 p > 0.05 (NS) |
| 21 | 3 | 12 | 9 | 3 | ||
| 22 | 0 | 6 | 3 | 3 | ||
| 23 | 0 | 6 | 6 | 0 | ||
| Sex | Male | 0 | 12 | 9 | 3 | X2 = 2.53
Df = 3 P = 0.46 p > 0.05 (NS) |
| Female | 3 | 15 | 15 | 3 | ||
| Religion | Hindu | 1 | 3 | 6 | 0 | X2 = 14.70
Df = 3 P = 0.09 p > 0.05 (NS) |
| Sikhs | 1 | 9 | 9 | 3 | ||
| Muslim | 1 | 12 | 3 | 0 | ||
| Christian | 0 | 3 | 6 | 3 | ||
| Type of family | Joint | 3 | 6 | 9 | 2 | X2 = 7.45
Df = 6 P = 0.28 p > 0.05 (NS) |
| Nuclear | 2 | 7 | 3 | 6 | ||
| Extended | 3 | 7 | 10 | 2 | ||
| Area of residence | Rural | 3 | 12 | 18 | 3 | X2 = 7.22
Df = 3 P = 0.06 p > 0.05 (NS) |
| Urban | 0 | 15 | 6 | 3 | ||
| Father’s educational status | Illiterate | 3 | 12 | 9 | 6 | X2 = 10.83
Df = 3 P = 0.28 p > 0.05 (NS) |
| Primary | 0 | 6 | 6 | 0 | ||
| Secondary | 0 | 6 | 6 | 0 | ||
| Diploma/Graduate | 0 | 3 | 3 | 0 | ||
| Mother’s educational status | Illiterate | 22 | 3 | 2 | 0 | X2 = 12.12
Df = 9 P = 0.20 p > 0.05 (NS) |
| Primary | 2 | 1 | 3 | 0 | ||
| Secondary | 10 | 3 | 2 | 1 | ||
| Diploma/Graduate | 5 | 2 | 3 | 1 | ||
| Stream in XII | Maths with Bio | 0 | 6 | 6 | 0 | X2 = 14.09
Df = 9 P = 0.11 p > 0.05 (NS) |
| Biology | 3 | 12 | 15 | 6 | ||
| Arts | 0 | 3 | 3 | 0 | ||
| others | 0 | 6 | 0 | 0 | ||
| Previous knowledge | Yes | 0 | 12 | 15 | 6 | X2 = 10.33
Df= 3 P = 0.01 p < 0.05 (NS) |
| No | 3 | 15 | 9 | 0 | ||
| Source of information | Mass media | 8 | 3 | 1 | 3 | X2 = 20.79
Df = 6 P = 0.0019 p < 0.05(NS) |
| Books | 0 | 6 | 6 | 0 | ||
| Parents/Friends | 0 | 4 | 2 | 0 | ||
Table 3: Association between the selected demographic variables with the levels of knowledge among degree students (N=60)
To determine the relationship between the degree students’ demographic characteristics and their knowledge scores, chi-square analysis was used. Degree students’ knowledge ratings on CPR were found to significantly correlate with demographic variables like source of information and prior knowledge (p < 0.05). Degree students’ knowledge scores on CPR did not significantly correlate with demographic factors such as age, sex, mother’s and father’s educational attainment, residence location, family type, prior knowledge, or group studied in XII (p > 0.05).
Discussion
CPR plays a pivotal role in saving lives during emergencies, particularly instances of SCA. When someone experiences a cardiac arrest, their heart abruptly stops beating, and immediate intervention is crucial to maintain oxygen supply to vital organs, including the brain. CPR involves a combination of chest compressions and rescue breaths, aimed at mimicking the natural pumping action of the heart and restoring blood circulation. The timely administration of CPR can buy valuable minutes until professional medical help arrives, significantly increasing the chances of survival for the affected individual. In essence, CPR serves as a crucial bridge between the onset of a cardiac event and the arrival of advanced medical care, making it an invaluable skill that can be performed by bystanders and first responders alike.
Moreover, the importance of CPR extends beyond cardiac events to various emergencies, such as drowning or respiratory failure. In these cases, prompt initiation of CPR can prevent irreversible damage and improve the overall prognosis. The wide dissemination of CPR training empowers communities with the ability to act decisively in times of crisis, fostering a culture of preparedness and responsiveness. By emphasizing the significance of CPR education, individuals become not only potential lifesavers but also active contributors to public health and safety, creating a society where more people are equipped to respond effectively to emergencies and save lives.
Dr. H. Shankar conducted a study related to cardiac arrest and CPR. The study shows that SCA in the hospital setup can be anticipated at any time. Experienced personnel can maintain the patient’s health status in the emergency department with their advanced knowledge of CPR. The result shows that the patients were successfully resuscitated and went home after a few days walking on their own without any neurological deficits.[7]
In, Eisenberg MS, Becker LJ, and others carried out a potential investigation. It is more difficult to quantify the number of abrupt cardiac arrests. If one simply examines death certificates, the annual total comes to 456,000. A more reasonable estimate, in my opinion, would be 155,000, the total number of unexpected deaths for which emergency medical services are contacted and a resuscitation effort is made. A more accurate representation of the number of people who may be saved from cardiac arrest is provided by this smaller figure.[8]
Conclusion
The results of the study show that the nursing students had good knowledge after a structured teaching and demonstration program about CPR. The structured teaching and demonstration program was effective in improving the level of knowledge.
References
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Acknowledgments
Not reported
Funding
Not reported
Author Information
Tajamul Islam
Department of Medical Surgical Nursing
S.V. Memorial College of Nursing, Punjab, India
Email: tajamulislam07@gmail.com
Authors Contributions
All authors contributed to the conceptualization, investigation, and data curation by acquiring and critically reviewing the selected articles. They were collectively involved in the writing – original draft preparation, and writing – review & editing to refine the manuscript. Additionally, all authors participated in the supervision of the work, ensuring accuracy and completeness. The final manuscript was approved by all named authors for submission to the journal.
Ethical Approval
Written permission was taken from the authorities of S.V. Memorial College of Nursing, Amritsar, Punjab.
Conflict of Interest Statement
Not reported
Guarantor
None
DOI
Cite this Article
Tajamul I. A Quasi-Experimental Study Conducted at S.V. Memorial College of Nursing in Amritsar, Punjab, to Evaluate the Impact of a Structured Teaching and Demonstration Program on Nursing Students’ Knowledge and Practices of Cardiopulmonary Resuscitation. medtigo J Med. 2024;2(4):e30622452. doi:10.63096/medtigo30622452 Crossref
