Volume 20, Issue 4 (Pajouhan Scientific Journal, Autumn 2022)
Pajouhan Sci J 2022, 20(4): 234-241 |
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1- Mother and Child Care Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
2- Department of Epidemiology, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran
3- School of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran , hadisazari20@gmail.com
2- Department of Epidemiology, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran
3- School of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran , hadisazari20@gmail.com
Abstract: (1029 Views)
Background and Objectives: Nurses must be sufficiently skilled in performing cardiopulmonary resuscitation in hospitalized patients. The aim of this study was to compare the effect of case scenario teaching methods and concept map on learning cardiopulmonary resuscitation skills among nursing students.
Materials and Methods: In this quasi-experimental study consisting two-groups, before-after intervention, 103 nursing students chosen by simple random sampling were put in two groups: case scenario group (October entrance, 53 students) and concept map group (February entrance, 50 students). The data collection tool was a cardiopulmonary resuscitation skills checklist that was completed before and after the intervention. Training sessions were held for each group for 3 days and 4 hours every day. The collected data were analyzed using Independent t-test, Paired t-test, and Chi-square.
Results: The mean learning score before the educational intervention was 19.57 in the case scenario group and 18.80 in the concept map group (P = 0.258). After the intervention, the mean was 33.55 in the case scenario group and 39.46 in the concept map group (P = 0.0001). The learning score after the intervention compared to before the intervention was increased in the concept map group by an average of 20.66 and in the case scenario group by 13.98 points, the difference between groups was statistically significant (P = 0.0001).
Conclusions: Both educational methods are effective in raising the learning efficacy of students. However, training by concept map method compared to case scenario method caused better learning of cardiopulmonary resuscitation skills among nursing students.
Materials and Methods: In this quasi-experimental study consisting two-groups, before-after intervention, 103 nursing students chosen by simple random sampling were put in two groups: case scenario group (October entrance, 53 students) and concept map group (February entrance, 50 students). The data collection tool was a cardiopulmonary resuscitation skills checklist that was completed before and after the intervention. Training sessions were held for each group for 3 days and 4 hours every day. The collected data were analyzed using Independent t-test, Paired t-test, and Chi-square.
Results: The mean learning score before the educational intervention was 19.57 in the case scenario group and 18.80 in the concept map group (P = 0.258). After the intervention, the mean was 33.55 in the case scenario group and 39.46 in the concept map group (P = 0.0001). The learning score after the intervention compared to before the intervention was increased in the concept map group by an average of 20.66 and in the case scenario group by 13.98 points, the difference between groups was statistically significant (P = 0.0001).
Conclusions: Both educational methods are effective in raising the learning efficacy of students. However, training by concept map method compared to case scenario method caused better learning of cardiopulmonary resuscitation skills among nursing students.
Type of Study: Research Article |
Subject:
Medicine & Clinical Sciences
Received: 2021/11/11 | Accepted: 2021/11/14 | Published: 2022/12/21
Received: 2021/11/11 | Accepted: 2021/11/14 | Published: 2022/12/21
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