The Effect of Blended E-Learning Method on Students' Knowledge and Psychomotor Skills on Basic Life Support

Hasan Kalyoncu University

Status: Enrolling

Conditions: Qualified CPR Education

Treatments: Procedure: TCSP

Study type: Interventional

Funder types: Other

Identifiers

NCT05346003

TDSP

Details and patient eligibility

About

The fact that Basic Life Support (BLS) training is factor determining survival necessitates the dissemination of BLS training. However, the fact that BLS training increases the workload of trainers and requires cost is one of the most important obstacles to the dissemination of this training. The search for new training methods with high efficiency and low cost continues in BLS training. Global guidelines recommend increasing quality of BLS and autonomous learning on BLS, and also encourage studies to develop methods related to this.

The use of e-training methods in BLS training is reported to be cost-effective as well as reducing the burden of trainers. In studies investigating the effectiveness of e-learning methods in BLS training, simulation models with feedback were used to evaluate psychomotor skills of the training. In this study, it was evaluated that it would be beneficial to apply a blended e-learning method, which includes video demonstrations of theoretical and BLS psychomotor skills, to nursing students in a virtual classroom environment. In evaluation of the psychomotor skills of BLS training, it was thought that a simple simulation model (Tshirt Dressed Simulation Pillow (TDSP)) could be created in home environment by wearing the tshirt with the sternum and heart print on a standard pillow (40 X 60 cm) in the student's home. It is thought that psychomotor skills will be improved with repetitive BLS applications that students will make on this model in the home environment. Two weeks after blended training, the BLS application will be made and evaluated on the real model. This training and assessment method is a new method that will allow the evaluation of BLS knowledge and the development of psychomotor skills with autonomous learning, and the fact that there is no study on this subject in the literature constitutes the original value of this study.

In this study, it is aimed to evaluate effects of the blended e-training method and TDSP model given to nursing students on the cognitive and psychomotor learning outcomes of the students on BLS.

The research is a randomized, controlled pilot study in a quasi-experimental design to be conducted at Hasan Kalyoncu University, Faculty of Health Sciences, Department of Nursing. The study was approved by Hasan Kalyoncu University Health Sciences Non-Interventional Research Ethics Committee. Written permission will be obtained. Before starting the study, the aims and objectives of the research will be explained to the students, information will be given about the blended e-learning method to be applied in the research, what the students should do within the scope of the research and data collection methods. Written and verbal consent will be obtained from the students who volunteered to participate in the study. The population of the research will be students (N=387) studying at Hasan Kalyoncu University, Faculty of Health Sciences, Department of Nursing in the 2021-2022 academic year. Students who have received BLS training for the first time, who have not practiced BLS before, and who voluntarily agree to participate in the study will be included in the study. The number of samples was determined as n=62 by power analysis. Students who accept to participate will be randomly divided into two groups through the computer program. The data collection tool consists of two forms, the form consisting of the introductory information of the students and the evaluation form of BLS knowledge and skills. The answers given to the cognitive questions and psychomotor skills of the nursing students in the study and control groups in the pre-test and post-test will be compared with appropriate statistical methods. A value of P<0.05 will be accepted for statistical significance.

Enrollment: 62 estimated patients

Sex: All

Volunteers: No Healthy Volunteers

Inclusion criteria

First time receiving BLS training, Those who have not applied BLS before, Students who accept to participate in the research voluntarily

Exclusion criteria

Students who have received BLS training or applied BLS before and who work as health professionals, The students who want to leave at any stage after participating in the research voluntarily

Trial design

Primary purpose: Health Services Research

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

---

62 participants in 2 patient groups

Intervention Group

Experimental group

Description:

In the pre-test, all students will be given a BLS information form, followed by blended e-learning with theory and video in a virtual environment. he BLS knowledge post-test will be administered immediately after class.T-shirts and standard pillows (550 g silicon fiber pillow 50x70 cm size) with a simulation of an adult human size (approximately) sternum, rib and heart drawing (printed as picture) will be given to the intervention group only after the pretest. In the study, the BLS will be simulated for adult patients only. To simulate a half-body human CPR mock-up, a pre-made simulation t-shirt will be fitted on a standard pillow to create a CPR mock-up in a home environment, and after blended e-learning, they will be able to perform CPR iteratively on a T-shirt-clad simulation pillow (TCSP) model. In this way, autonomous learning will be supported. All students will practice CPR in a real simulation model two weeks after the blended e-learning.

Treatment:

Procedure: TCSP

Control Group

No Intervention group

Description:

In the pretest, all students will be given a BLS knowledge test, followed by e-learning blended with theory and video in a virtual environment. The BLS knowledge post-test will be administered immediately after class. Two weeks after the blended e-learning, all students will practice CPR in a real simulation model. Psychomotor skills will be recorded in the evaluation form.