بررسي تأثير يادگيري مبتني بر نرم افزار گوشي هوشمند بر دانش احياي قلبي-ريوي پايه بزرگسالان در دانشجويان كارشناسي پرستاري

The Effect of Smartphone Application-Based Learning on Undergraduate Nursing Students' Knowledge about the Cardiopulmonary Resuscitation (CPR) in Adults

مقدمه: ايست قلبي يك وضعيت اورژانسي حاد و مهم است كه اگر بلافاصله احياي قلبي ريوي انجام شود، شانس زنده ماندن فرد تا سه برابر افزايش مي يابد. كسب دانش احياي قلبي ريوي براي دانشجويان پرستاري از موارد آموزشي است كه توجه ويژه اي به آن شده است. اين مطالعه با هدف تعيين تاثير يادگيري مبتني بر نرم افزار آموزشي بر دانش احياء قلبي ريوي پايه در دانشجويان پرستاري صورت گرفت. روش‌ها: اين پژوهش به روش پيش آزمون- پس آزمون با گروه كنترل بر روي 64 دانشجوي كارشناسي پرستاري دانشگاه علوم پزشكي ايران در سال 1397 كه به روش تمام شماري انتخاب شده بودند، انجام گرفت. دو كلاس ترم پنج به روش تصادفي ساده به دو گروه مداخله (تعداد 30نفر) و كنترل(34 نفر) تقسيم شدند. به هر دو گروه آموزش‌هاي اقدامات حياتي پايه به صورت رايج و پس از آن به گروه مداخله نرم افزار آموزشي گوشي هوشمند داده شد. دانش دانشجويان قبل، يك و سه ماه پس از مداخله در دو گروه بررسي و مقايسه گرديد. جمع آوري داده با استفاده از پرسشنامه تعديل شده سنجش دانش اقدامات حياتي پايه انجام شد. يافته‌ها: براساس نتايج، در مقايسه با گروه كنترل، دانش دانشجويان در گروه مداخله يك ماه پس از مداخله (0/001

Introduction: Cardiac arrest is an acute and important emergency situation and the chance of survival increases by up to three times if the Cardiopulmonary Resuscitation (CPR) is immediately performed for the cardiac arrest. The acquisition of cardiopulmonary resuscitation knowledge for nursing students has received special attention in the present educational courses. The present study aimed to determine the impact of educational application-based learning on the nursing students' basic knowledge about the cardiopulmonary resuscitation. Methods: The research study was conducted using a pretest-posttest method with control group on 64 undergraduate nursing students at Iran University of Medical Sciences in 2018, and they were selected by the census method. Two classes at fifth semester were randomly divided into the intervention (n=30) and control (n=34) groups. Both groups received the current practice of BasicLife-Support (BLS) education, and then the intervention group received the smartphone-based educational training. The students' knowledge were investigated and compared before intervention, and one and three months after the intervention in two groups. Data was collected using a modified knowledge assessment questionnaire about the BLS. Results: Based on the results, students' knowledge significantly increased in the intervention group a month after the intervention (P <0.001) and also after three months (P<0.001) compared to the control group. The effect size of intervention (confidence interval of 95%) on student's knowledge was 4.405 (5.25 and 3.44) a month after education and 4.21 (5.07 and 3.30) three months after education. Conclusion: The Smartphone application-based BLS education could enhance nursing students' CPR knowledge. The present study suggested using smartphone applications to educate nursing students and ensure the sustainability of education.