Training nurses for CPR: Support for the problem-based approach
Received 24 February 2009; received in revised form 27 September 2009; accepted 28 September 2009. published online 05 November 2009.
Abstract
Aim
to assess whether problem-based learning (PBL) is more effective over conventional teaching methods by comparing final resuscitation exam results of nursing students who received cardiopulmonary resuscitation (CPR) training either by traditional or by a PBL approach.
Methods
A retrospective and comparative research design was implemented. Data on final CPR exam grades, collected both from PBL and traditionally trained students, were obtained for a total of 1775 students between 2000 and 2007 in three major schools of health sciences in Hungary. Comparison between PBL and traditional teaching methods as well as across schools was made.
Results
t-tests on means yielded significant differences (t=3.569; p<0.001) between PBL and conventional training favoring PBL instructed students. Students who received PBL training had better final CPR exam grades than traditionally trained peers. The only significant difference among schools was found for PBL training. There was no difference across schools in final CPR grades when traditional training was concerned.
Conclusion
PBL was a superior instruction method for CPR training. Students who attended PBL classes achieved greater theoretical knowledge and demonstrated better resuscitation skills when tested. Whether or not PBL is superior in real-life application of CPR practice is yet to be confirmed.
ABSTRACT