Comparison of the Effect of Teaching Cardiopulmonary Resuscitation by means of Traditional and on Knowledge & Practice of Nursing Students of Zanjan Branch, Islamic Azad University

ABSTRACT: one of the most important principles of concept education or inducing skill in nursing students is the use of appropriate educational methods based on a certain goal. Nursing students need a profound understanding of the concept in order to be able to analyze the situation and come up with the right care plan. So it would be reasonable to use methods that induce such understanding in the students. The goal of this research is to compare the effect of traditional and integrative method teaching about cardiovascular resuscitation on the knowledge and performance of the students. This research is a quasi-experimental study. The research community consists of all nursing students attending their fourth semester which totaled to 62. They were randomly divided into two groups, case group (integrated method) with 32 students and control group (traditional method) with 30 students. The data was gathered by means of questionnaire & checklist. The checklist consisted of 44 questions about performance of cardiopulmonary resuscitation and questionnaire with 17 questions about knowledge of cardiopulmonary resuscitation. At first the subjects filled out the questionnaire and their results were evaluated and then again they were asked to fill them out when they were separated to two groups. The questionnaires were filled two hours after teaching and the results were checked. The results show that there is a statistically significant difference between the knowledge about CPR in the post-educational and pre-educational group by integrative and traditional method and also there are statistic significant difference between the performance about CPR before and after teaching by integrative and traditional group. Also, the results indicate that the average difference of knowledge of students in the integrated group (13.69) is higher than that of the traditional group (10.97). Integrated education had a better effect on students and the average difference is significant. The average difference of performance by both methods in the post-educated group is higher than that of the pre-educated group. There is an average difference between the two methods in regards to performance and the average difference is significant. By comparison of results we conclude that the average difference of performance in the integrated group (118.88) is higher than that of the traditional group (60.73). Integrated methods had a strong positive effect on students, more than traditional method and the average difference is significant. Integrated education has a far more significant effect on student’s knowledge than the traditional method and this average difference is significant. Integrated education has a far more significant effect on student’s performance than traditional method and the average difference is significant.