Shalu Saju, Chandrashekar
Abstract: CPR is a combination of rescue breathing and chest compressions. CPR may be necessary during many different emergencies including accidents, near drowning, suffocation, and poisoning, smoke inhalation, electronic injuries which can cause cardiac and respiratory arrest. Every nurse should know how and when to administer CPR because when performed correctly, CPR can save a life by restoring breathing and circulation until advanced life support can be given by health care providers. Methods A quasi-experimental one group, pre-test post-test design was used for the study. Simple random technique was used to select 30 subjects. After the pre-test and assessment of skill and knowledge by observational check list and questionnaire, a STP was administered and CPR demonstrated to the subjects and on the seventh day post-test was conducted with the same questionnaire and observational checklist. Results The mean post-test knowledge scores obtained by the subjects (30.16) were higher than the mean pre-test knowledge scores (17.13). The computed ‘t’ value (23.04) is higher than the table value (t29=2.045) at p<0.05 level of significance. The mean post-test skill scores obtained by the subjects (16.03) were higher than the mean pre-test skill scores (7.6). The computed ‘t’ value (29.98) is higher than the tabled value (t29= 2.045 at p<0.05 level of significance). Interpretation and conclusion Finding of the study showed that the knowledge score and skill score of the III year BSc students were very less before the introduction of STP and demonstration of CPR. The enhanced them to gain more knowledge and demonstration enhanced them to gain more skill regarding CPR. Hence, STP and demonstration of CPR was an effective strategy for providing information and to improve knowledge and skill of student nurses, which was well appreciated and accepted by student nurses.
Keywords: Effectiveness, knowledge, structured teaching program, CPR, student nurses