Volume 31, Issue 115 (December 2018)
IJN 2018, 31(115): 6-19 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Javaheri Arasteh A, Najafi Ghezeljeh T, Haghani S. Effects of Peer-assisted Education on the Knowledge and Performance of Nursing Students in Basic Cardiopulmonary Resuscitation. IJN 2018; 31 (115) :6-19
URL: http://ijn.iums.ac.ir/article-1-2787-en.html
URL: http://ijn.iums.ac.ir/article-1-2787-en.html
1- MS Student, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
2- Associate Professor, Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran. (Corresponding author) Tel: 02143651714 Email: najafi.t@iums.ac.ir
3- MS in Biostatics, Nursing Care Research Center, Iran University of Medical Sciences, Tehran, Iran.
2- Associate Professor, Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran. (Corresponding author) Tel: 02143651714 Email: najafi.t@iums.ac.ir
3- MS in Biostatics, Nursing Care Research Center, Iran University of Medical Sciences, Tehran, Iran.
Abstract: (5229 Views)
Background & Aims: Cardiac arrest outside of a hospital is a major public health concern. Cardiopulmonary resuscitation (CPR) is an effort to protect the vital body organs (e.g., heart and lungs), which is performed based on a specific protocol. A proper CPR process depends on the acquisition of the required knowledge and skills by the resuscitator. The present study aimed to assess the effects of peer education based on the jigsaw puzzle method on the knowledge and performance of nursing students regarding basic CPR on adults.
Materials & Methods: This quasi-experimental study was conducted in 2017 with a pretest-posttest design and a control group on 72 undergraduate nursing students, who were selected via census sampling from Tehran University of Medical Sciences and Iran University of Medical Sciences, Iran. The participants were divided into two groups of intervention and control (36 per each). Both groups received training on basic life support (BLS) skills conventionally, and peer-assisted education was provided to the intervention group based on the jigsaw puzzle method. The students were evaluated before, immediately after, and three months after the intervention using the modified questionnaire of knowledge and modified checklist of performance for adult BLS skills. Data analysis was performed in SPSS version 22 using descriptive and inferential statistics.
Results: Compared to the control group, a statistically significant difference was observed in the knowledge of the students in the intervention and control groups immediately after (P<0.001) and three months after the intervention (P<0.001). In addition, significant differences were observed in the knowledge scores of the participants at the three intervals (P<0.001). Compared to the control group, the performance of the students in the intervention group significantly increased immediately after (P<0.001) and three months after the intervention (P<0.001). Moreover, significant differences were observed in the performance scores of the participants at the three intervals (P<0.001).
Conclusion: According to the results, peer-assisted CPR training could enhance the knowledge and performance of nursing students regarding CPR. This study emphasizes on the importance of implementing peer-assisted education based on the jigsaw puzzle for all students.
Materials & Methods: This quasi-experimental study was conducted in 2017 with a pretest-posttest design and a control group on 72 undergraduate nursing students, who were selected via census sampling from Tehran University of Medical Sciences and Iran University of Medical Sciences, Iran. The participants were divided into two groups of intervention and control (36 per each). Both groups received training on basic life support (BLS) skills conventionally, and peer-assisted education was provided to the intervention group based on the jigsaw puzzle method. The students were evaluated before, immediately after, and three months after the intervention using the modified questionnaire of knowledge and modified checklist of performance for adult BLS skills. Data analysis was performed in SPSS version 22 using descriptive and inferential statistics.
Results: Compared to the control group, a statistically significant difference was observed in the knowledge of the students in the intervention and control groups immediately after (P<0.001) and three months after the intervention (P<0.001). In addition, significant differences were observed in the knowledge scores of the participants at the three intervals (P<0.001). Compared to the control group, the performance of the students in the intervention group significantly increased immediately after (P<0.001) and three months after the intervention (P<0.001). Moreover, significant differences were observed in the performance scores of the participants at the three intervals (P<0.001).
Conclusion: According to the results, peer-assisted CPR training could enhance the knowledge and performance of nursing students regarding CPR. This study emphasizes on the importance of implementing peer-assisted education based on the jigsaw puzzle for all students.
Type of Study: Research |
Subject:
nursing
Received: 2018/09/6 | Accepted: 2018/12/5 | Published: 2018/12/5
Received: 2018/09/6 | Accepted: 2018/12/5 | Published: 2018/12/5
References
1. Charlier N, Van Der Stock L, Iserbyt P. Peer-assisted learning in cardiopulmonary resuscitation: the jigsaw model. J Emerg Med. 2016;50(1):67-73. [DOI:10.1016/j.jemermed.2015.04.002] [PMID]
2. Müller MP, Poenicke C, Kurth M, Richter T, Koch T, Eisold C, et al. Quality of basic life support when using different commercially available public access defibrillators. Scand J Trauma Resusc Emerg Med. 2015;23(1):48. [DOI:10.1186/s13049-015-0123-1] [PMID] [PMCID]
3. Travers AH, Perkins GD, Berg RA, Castren M, Considine J, Escalante R, et al. Part 3: adult basic life support and automated external defibrillation: 2015 international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations. Circulation. 2015;132(16_suppl_1):S51-S83.
4. Khoshrang H, Heidarzadeh A, Asadi A. Assessment of the Effects of Education in Clinical Skills Center on cardiopulmonary Resuscitation Knowledge of Physicians and Nurses Working in Educational Therapeutic Centers of Guilan University of Medical Sciences in 2004. Res Med Educ. 2007:7-13.
5. Chamberlain D, Hazinski M. European Resuscitation Council; American Heart Association; Heart and Stroke Foundation of Canada; Resuscitation Council of Southern Africa; Australia and New Zealand Resuscitation Council; Consejo Latino-Americano de Resusucitación. Education in resuscitation: an ILCOR symposium: Utstein Abbey: Stavanger, Norway: June 22–24, 2001. Circulation. 2003;108:2575-7. [DOI:10.1161/01.CIR.0000099898.11954.3B] [PMID]
6. Hernández-Padilla JM, Granero-Molina J, Sao-Romao-Preto L, Füge K, Rosales R, Fernández-Sola C. Effects of two teaching strategies on the relationship between nursing students' self-efficacy and performance in BLS/AED. Resuscitation. 2016;106:e56-e7.
7. Oermann MH, Kardong-Edgren SE, Odom-Maryon T. Effects of monthly practice on nursing students' CPR psychomotor skill performance. Resuscitation. 2011;82(4):447-53. [DOI:10.1016/j.resuscitation.2010.11.022] [PMID]
8. Stenberg M, Carlson E. Swedish student nurses' perception of peer learning as an educational model during clinical practice in a hospital setting—an evaluation study. BMC Nurs. 2015;14(1):48. [DOI:10.1186/s12912-015-0098-2] [PMID] [PMCID]
9. Pulido‐Martos M, Augusto‐Landa JM, Lopez‐Zafra E. Sources of stress in nursing students: a systematic review of quantitative studies. Int Nurs Rev. 2012;59(1):15-25. [DOI:10.1111/j.1466-7657.2011.00939.x]
10. Salehi S, Safavi M, Mashoof S, Parchebafieh S, Fesharaki M. Effects of peer education on clinical skills in nursing students, including interns and trainees. Medical Science Journal of Islamic Azad Univesity-Tehran Medical Branch. 2016;26(1):36-45.
11. Williams B, Reddy P. Does peer-assisted learning improve academic performance? A scoping review. Nurse Educ Today. 2016;42:23-9. [DOI:10.1016/j.nedt.2016.03.024] [PMID]
12. Olaussen A, Reddy P, Irvine S, Williams B. Peer-assisted learning: time for nomenclature clarification. Med Educ Online. 2016;21(1):30974. [DOI:10.3402/meo.v21.30974] [PMID] [PMCID]
13. Blank WA, Blankenfeld H, Vogelmann R, Linde K, Schneider A. Can near-peer medical students effectively teach a new curriculum in physical examination? BMC Med Educ. 2013;13(1):165. [DOI:10.1186/1472-6920-13-165] [PMID] [PMCID]
14. Topping KJ, Ehly SW. Peer assisted learning: A framework for consultation. J Educ Psychol Consult. 2001;12(2):113-32. [DOI:10.1207/S1532768XJEPC1202_03]
15. Phillips J, Fusco J. Using the Jigsaw technique to teach clinical controversy in a clinical skills course. Am J Pharm Educ. 2015;79(6):90. [DOI:10.5688/ajpe79690] [PMID] [PMCID]
16. Hughes TC, Jiwaji Z, Lally K, Lloyd-Lavery A, Lota A, Dale A, et al. Advanced Cardiac Resuscitation Evaluation (ACRE): A randomised single-blind controlled trial of peer-led vs. expert-led advanced resuscitation training. Scand J Trauma Resusc Emerg Med. 2010;18(1):3. [DOI:10.1186/1757-7241-18-3] [PMID] [PMCID]
17. American Heart Association. Questions & Answers 2010 AHA (American Heart Association 2010.
18. Everett-Thomas R, Turnbull-Horton V, Valdes B, Valdes GR, Rosen LF, Birnbach DJ. The influence of high fidelity simulation on first responders retention of CPR knowledge. Appl Nurs Res. 2016;30:94-7. [DOI:10.1016/j.apnr.2015.11.005] [PMID]
19. American Heart Association. AHA CPR Guidelines: Test your knowledge of the 2015 updates to BLS 2015. Available from: https://www.ems1.
20. American Heart Association. Adult CPR and AED Skills Testing Checklist 2016.
21. American Hear Association. 1- and 2-Rescuer Adult BLS With AED Skills Testing Sheet 2015.
22. Henning JM, Weidner TG, Marty MC. Peer assisted learning in clinical education: Literature review. Athletic Training Education Journal. 2008;3(3):84-90.
23. Dal U, Sarpkaya D. Knowledge and psychomotor skills of nursing students in North Cyprus in the area of cardiopulmonary resuscitation. Pakistan journal of medical sciences. 2013;29(4):966. [DOI:10.12669/pjms.294.3450] [PMID] [PMCID]
24. Şener S, Güler V, Türkan H, Servisi MHA. The knowledge of nurses, staffed in a training hospital, about basic and advanced life support. Türkiye Acil Tıp Dergisi. 2004;4:155-9.
25. Knobe M, Münker R, Sellei RM, Holschen M, Mooij SC, Schmidt‐Rohlfing B, et al. Peer teaching: a randomised controlled trial using student‐teachers to teach musculoskeletal ultrasound. Med Educ. 2010;44(2):148-55. [DOI:10.1111/j.1365-2923.2009.03557.x] [PMID]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Copyright © The Author(s);
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Contact Information
