TDNet Discover

This quantitative quasi-experimental study examined the impact of faculty-guided cardiopulmonary resuscitation (CPR) training using high-fidelity simulation on CPR performance in undergraduate nursing students. The purpose of the research study was to determine the effect a faculty-guided CPR training using high-fidelity simulation had on key performance metrics, including chest release, average compression frequency, compression depth, and correct hand placement, as outlined by the American Heart Association. A secondary data set was utilized from a non-randomized control study of 66 nursing students enrolled in first- and third-semester critical care courses in the Czech Republic. The theoretical framework was Kolb’s experiential learning theory. The research question was what impact did implementing faculty-guided CPR training using high-fidelity simulation practices have on CPR performance in undergraduate nursing students? The null hypothesis was there was no significant impact of implementing faculty-guided CPR training using high-fidelity simulation practices on CPR performance in undergraduate nursing students. The alternate hypothesis was there was a statistically significant impact on CPR performance in undergraduate nursing students when a faculty-guided CPR training using high-fidelity simulation was implemented. Data was collected using Laerdal Sim Capture and Laerdal Quality Cardiopulmonary Resuscitation (QCPR) systems in the primary study. The data from the primary data set was analyzed using IBM Statistical Package for the Social Sciences (SPSS). The data analysis included descriptive statistics, Shapiro–Wilk tests for normality, paired t-tests, and Cohen’s d effect size calculations. Findings revealed no statistically significant differences in CPR performance between the two student groups. This indicated a faculty-guided high-fidelity simulation did not yield statistically significant improvement in CPR performance in undergraduate nursing students.