The Difference Between Conventional and Simulation-based BLS Training on Nursing Students’ Knowledge Acquisition and Self-Efficacy in Jordan
DOI:
https://doi.org/10.54133/ajms.v10i2.2867Keywords:
BLS, Cardiopulmonary resuscitation, Knowledge , Nursing students , Simulation training , Self-efficacyAbstract
Background: Advanced technology in education and training is a challenging task that requires appropriate assessment of new, innovative methods. Objective: To evaluate the difference between conventional and simulation-based basic life support (BLS) training on nursing students’ knowledge acquisition and self-efficacy. Methods: A pretest-posttest quasi-experimental design was utilized. 87 nursing students (43 in the control and 44 in the intervention groups) were recruited. The data were analyzed using descriptive statistics, an independent-samples t-test, a paired-samples t-test, Spearman's correlation, ANCOVA, and a multiple linear regression. Results: Significant differences were reported in exam scores between the intervention control groups pre- and post-intervention. Post-intervention exam scores were statistically higher in the simulation group (difference= 2.8), with both groups achieving pass scores. Significant differences between the groups in the total self-efficacy scores for resuscitation were reported. ANCOVA results showed significant differences in exam scores between the two groups (p=0.013), and the intervention had a significantly positive effect on students’ knowledge (7% of the variance in exam scores) (η²=0.07). Conclusions: Students' BLS knowledge and self-efficacy significantly improved after training, regardless of the training method, although simulation-based training showed statistically significant improvement in BLS knowledge acquisition. The modest difference indicates limited educational significance, particularly in the context where conventional training already achieves the competency threshold. Educators and policymakers should consider including simulation-based BLS training in nursing education. However, traditional BLS training is still efficient in improving student knowledge and self-efficacy, especially in limited-resource countries.
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