Volume 20, Issue 4 (Pajouhan Scientific Journal, Autumn 2022)                   Pajouhan Sci J 2022, 20(4): 234-241 | Back to browse issues page

Research code: 140007205860
Ethics code: IR.UMSHA.REC.1400.397


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Khalili A, Hasan Tehrani T, Mohammadi Y, Azari H. Comparison of the Effect of Case Scenario Teaching Methods and Concept Map on Learning Cardiopulmonary Resuscitation Skills of Children in Nursing Students. Pajouhan Sci J 2022; 20 (4) :234-241
URL: http://psj.umsha.ac.ir/article-1-831-en.html
1- Mother and Child Care Research Center, Department of Pediatric Nursing, School of Nursing and Midwifery, Hamedan University of Medical Sciences, Hamedan, Iran
2- Mother and Child Health Research Center, School of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran
3- Department of Epidemiology, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran
4- School of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran , hadisazari20@gmail.com
Abstract:   (338 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.
Full-Text [PDF 755 kb]   (163 Downloads)    
Type of Study: Research Article | Subject: Medicine & Clinical Sciences
Received: 2021/11/11 | Accepted: 2021/11/14 | Published: 2022/12/21

References
1. Merchant RM, Topjian AA, Panchal AR, Cheng A, Aziz K, Berg KM, et al. Part 1: Executive summary: 2020 American Heart Association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation. 2020;142(16_Suppl_2):S337-57. [DOI] [PubMed]
2. Luc G, Baert V, Escutnaire J, Genin M, Vilhelm C, Di Pompéo C, et al. Epidemiology of out-of-hospital cardiac arrest: a French national incidence and mid-term survival rate study. Anaesth Crit Care Pain Med. 2019;38(2):131-5. [DOI] [PubMed]
3. Bougouin W, Lamhaut L, Marijon E, Jost D, Dumas F, Deye N, et al. Characteristics and prognosis of sudden cardiac death in Greater Paris: population-based approach from the Paris Sudden Death Expertise Center (Paris-SDEC). Intensive Care Med. 2014;40(6):846-54. [DOI] [PubMed]
4. Warren SA, Huszti E, Bradley SM, Chan PS, Bryson CL, Fitzpatrick AL, et al. Adrenaline (epinephrine) dosing period and survival after in-hospital cardiac arrest: a retrospective review of prospectively collected data. Resuscitation. 2014;85(3):350-8. [DOI] [PubMed]
5. Girotra S, Spertus JA, Li Y, Berg RA, Nadkarni VM, Chan PS, et al. Survival trends in pediatric in-hospital cardiac arrests: an analysis from get with the guidelines-resuscitation. Circ Cardiovasc Qual Outcomes. 2013;6(1):42-9. [DOI] [PubMed]
6. Gillis J, Dickson D, Rieder M, Steward D, Edmonds J. Results of inpatient pediatric resuscitation. Crit Care Med. 1986;14(5):469-71. [DOI] [PubMed]
7. Zaritsky A, Nadkarni V, Getson P, Kuehl K. CPR in children. Ann Emerg Med. 1987;16(10):1107-11. [DOI] [PubMed]
8. Arjunan P, Ramakrishnan TV, Gandhamaneni S. Characteristics and survival rates of patients experience in-hospital cardiac arrest: a retrospective study in a tertiary care Indian hospital. Bangladesh J Med Sci. 2020;19(3):537-42. [DOI]
9. Holmberg MJ, Ross CE, Fitzmaurice GM, Chan PS, Duval-Arnould J, Grossestreuer AV, et al. Annual incidence of adult and pediatric in-hospital cardiac arrest in the United States. Circ Cardiovasc Qual Outcomes. 2019;12(7):e005580. [PubMed]
10. Tress EE, Kochanek PM, Saladino RA, Manole MD. Cardiac arrest in children. J Emerg Trauma Shock. 2010;3(3):267-72. [DOI] [PubMed]
11. Lenjani B, Baftiu N, Pallaska K, Hyseni K, Gashi N, Karemani N, et al. Cardiac arrest-cardiopulmonary resuscitation. J Acute Dis. 2014;3(1):31-5. [DOI]
12. O’Connor R. Cardiopulmonary resuscitation (CPR) in infants and children. MSD Manual professional version; 2020.
13. Molyneux EM. Cardiopulmonary resuscitation in poorly resourced settings: better to pre-empt than to wait until it is too late. Paediatr Int Child Health. 2020;40(1):1-6. [DOI]
14. El Sayed Abusaad F, Soliman Ebrahem GG. The changes on knowledge, confidence and skills accuracy of nursing students at a simulated based setting versus traditional during neonatal resuscitation. IJND. 2015;5(4):11-21. [DOI]
15. Zhu XY, Wu BQ. Recognition and discussion of several technical details in neonatal resuscitation training [in Chinese]. Zhongguo Dang Dai Er Ke Za Zhi. 2020;22(6):555-60. [DOI] [PubMed]
16. Sintayehu Y, Desalew A, Geda B, Tiruye G, Mezmur H, Shiferaw K, et al. Basic neonatal resuscitation skills of midwives and nurses in Eastern Ethiopia are not well retained: An observational study. PloS One. 2020;15(7):e0236194. [DOI] [PubMed]
17. Ghoman SK, Patel SD, Cutumisu M, von Hauff P, Jeffery T, Brown MR, et al. Serious games, a game changer in teaching neonatal resuscitation? A review. Arch Dis Child Fetal Neonatal Ed. 2020;10(1):98-107. [DOI] [PubMed]
18. Hosseini Nejad SM, Bozorgi F, Taleshi Z, Montezer SH, Amini Ahi dashti H, Goli Khatir I, et al. Levels of knowledge and skills of medical interns in Mazandaran university of medical sciences about cardio-pulmonary resuscitation, 2011 [in Persian]. J Mazandaran Univ Med Sci. 2013;22(97):98-103.
19. Rajeswaran L, Cox M, Moeng S, Tsima BM. Assessment of nurses' cardiopulmonary resuscitation knowledge and skills within three district hospitals in Botswana. Afr J Prim Health Care Fam Med. 2018;10(1):e1-6. [DOI] [PubMed]
20. Pettersen TR, Mårtensson J, Axelsson Å, Jørgensen M, Strömberg A, Thompson DR, et al. European cardiovascular nurses’ and allied professionals’ knowledge and practical skills regarding cardiopulmonary resuscitation. Eur J Cardiovasc Nurs. 2018;17(4):336-44. [DOI] [PubMed]
21. Kalhori RP, Jalali A, Naderipour A, Almasi A, Khavasi M, Rezaei M, et al. Assessment of Iranian nurses and emergency medical personnel in terms of cardiopulmonary resuscitation knowledge based on the 2010 guideline. Iran J Nurs Midwifery Res. 2017;22(3):184-9. [DOI] [PubMed]
22. Johnson PA, Cheung PY, Lee TF, O’Reilly M, Schmölzer GM. Novel technologies for heart rate assessment during neonatal resuscitation at birth-a systematic review. Resuscitation. 2019;143:196-207. [DOI] [PubMed]
23. Joyce B, Weil M, Calhoun E. Models of teaching. 9th ed. New York, NY: Pearson; 2017.
24. Wrammert J, Zetterlund C, Kc A, Ewald U, Målqvist M. Resuscitation practices of low and normal birth weight infants in Nepal: an observational study using video camera recordings. Glob Health Action. 2017;10(1):1322372. [DOI] [PubMed]
25. Aghakhani N, Sharif Nia H, Eghtedar S, Torabizadeh C. The effect of concept mapping on the learning levels of students in taking the course of patients with glandular diseases subject in Urmia University of Medical Sciences, Iran. Jundishapur J Chronic Dis Care. 2015;4(2):283-87. [DOI]
26. Daley BJ, Durning SJ, Torre DM. Using concept maps to create meaningful learning in medical education. MedEdPublish. 2016;5(1):19-27. [DOI]
27. Ho V, Velan G. Online concept maps in medical education: Are we there yet? FoHPE. 2016;17(1):18-29. [DOI]
28. Mirzaei K, Zahmatkesh S. Conceptual mapping as an effective learning and retention method for students [in Persian]. IJVLMS. 2020;4(1):38-48.
29. Momeni H, Salehi A, Sadeghi H. Comparing the effect of problem based learning and concept mapping on critical thinking disposition of nursing student [in Persian]. Educ Strategy Med Sci. 2017;10(4):234-44.
30. Abdi A, Pishgooie SAH, Seyyed Mazhari M, Nazari SMR. The impact of basic life support teaching program using concept mapping method on meaningful learning in nursing students of AJA [in Persian]. MCS. 2017;3(4):233-41. [DOI]
31. Nejat N, Kouhestani HR, Rezaei K. Effect of concept mapping on approach to learning among nursing students [in Persian]. Hayat. 2011;17(2):22-31.
32. Wu HZ, Wu QT. Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application. J Int Med Res. 2020;48(3):0300060519893225. [DOI] [PubMed]
33. Torabpour Toroghi M, Zare Hoshyarikhah H, Cheraghian B, Naderi D. Effects of cardiopulmonary resuscitation on problem-based cognitive and psychological competence of nursing students [in Persian]. Proceeding of the First National Conference on Science Teaching and Learning Methods; 2015.
34. Parvaresh M, Farhadloo R, Vahedian M, Kashaninejad M, Hasanpoor L, Mohebi S. A Comparison between the effects of scenario and lecture-based education methods on knowledge and attitude of emergency medical technicians towards patients with chest trauma [in Persian]. Qom Uni Med Sci J. 2016;10(5):47-54.
35. Jiang Y, Shi L, Cao J, Zhu L, Sha Y, Li T, et al. Effectiveness of clinical scenario dramas to teach doctor-patient relationship and communication skills. BMC Med Educ. 2020;20(1):473. [DOI] [PubMed]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2023 CC BY-NC 4.0 | Pajouhan Scientific Journal

Designed & Developed by : Yektaweb