%0 Journal Article
%T Comparing Nursing Student Competence in CPR before and after a Pedagogical Intervention
%A Bj£¿rk
%A Ida Torunn
%A Roel
%A Siv
%J -
%D 2020
%R https://doi.org/10.1155/2020/7459084
%X Nursing students must be able to initiate and perform effective cardiopulmonary resuscitation (CPR) when they start their career in nursing. Studies show that students¡¯ competency in CPR is deficient, indicating that better training is necessary during nursing education. This study reports on the differences in nursing students¡¯ competence in CPR before and after a longitudinal pedagogical intervention across the curriculum. Changes in the curriculum were relocation and added testing of CPR skills, inclusion of a course in defibrillation, a knowledge test as stimuli before simulation, and more simulation practice with deteriorating patients. This was a comparative study between two cohorts of students in the bachelor in nursing education. We measured knowledge and compression performance in the students¡¯ final year of education. Students in cohort 2, who received the pedagogical intervention, had a significant higher total knowledge score than students in cohort 1. Students¡¯ mean depth and number of correct compressions was similar. Students in cohort 2 had a significantly higher mean rate of compressions, number of compressions per minute, and mean number of compressions with incorrect hand positions. Although the new curriculum afforded more hands-on practice of CPR, it was not enough to improve the students¡¯ performance to match the demands set out in national and international guidelines
%U https://www.hindawi.com/journals/nrp/2020/7459084/