Asian Journal of Nursing Education and Research.

10(4): October- December, 2020

ISSN 2231-1149 (Print) Available online at

2349-2996 (Online) www.anvpublication.org
DOI: 10.5958/2349-2996.2020.00084.1
Asian Journal of
Vol. 10 |Issue-04|
October - December| 2020 Nursing Education and Research
Home page www.ajner.com

RESEARCH ARTICLE

Evaluate the effectiveness of Structured Teaching Programme on

knowledge and skill regarding basic cardiac life support among basic
B.Sc. (N) 1st year Students
Ms. Nisha Joshi
Asst. Professor, Department of Medical Surgical Nursing, V3 College of Nursing, Rudrapur, Uttarakhand.
*Corresponding Author Email: [email protected]

ABSTRACT:
Heart disease is the world’s largest leading cause of death. According to world Health Organization (WHO)
estimates, 17.5 million people around the globe, die of Heart disease each year. This is over 31% of all deaths
globally. WHO estimates that by 2020 close to 60% of cardiac patients worldwide will be Indian. The aim of the
study was to assess the effectiveness of structured teaching programme on knowledge and skill regarding basic
cardiac life support. A pre-experimental one group pre-test post-test design was used to assess the effectiveness
of structured teaching programme on knowledge and skill regarding basic cardiac life support among nursing
students at Dehradun, Uttarakhand. A total 50 students were selected through convenience non-probability
sampling technique. The data was collected through self-structured knowledge questionnaire and skill checklist
on basic cardiac life support. The tool was developed in three parts, the first part deal with the 7 demographic
variable, the part two consist of 32 knowledge questions on basic cardiac life support and the third part consist of
18 steps of skill checklist. The structured teaching programme on knowledge and skill was effectual in upgrading
the knowledge and clinical expertise of the student nurses. Awareness regimen for knowledge on Basic cardiac
life support using structured teaching program on knowledge and skill regarding Basic cardiac life support
among nursing students was effective as their knowledge level improved significantly. Researcher discussed
about the importance of knowledge about Basic cardiac life support among nursing students to gain attention and
to promote effective skill of Basic cardiac life support in clinical as well as in community area. Researcher also
open-up new path for future studies on the topic for more generalized results. This concludes that the structured
teaching program was effective in significant improvement of knowledge level and skill score regarding basic
cardiac life support among study participants. Findings stress the need for such teaching and skill programs,
which in turn may enhance the overall health standard and save the life of victims.

KEYWORDS: Structured teaching programme, Knowledge, Skill, Basic Cardiac Life Support, Cardio-
pulmonary resuscitation.

INTRODUCTION:
“Start where you are. Use what you have. Do what you
can” (Arthur Ashe)
Received on 18.02.2020 Modified on 08.04.2020
Sudden Cardiac Arrest (SCA) is one of the most
Accepted on 23.05.2020 ©A&V Publications All right reserved
Asian J. Nursing Education and Research. 2020; 10(4):396-400. common causes of death in many countries. According
DOI: 10.5958/2349-2996.2020.00084.1 to world Health Organization (WHO) estimates, 17.5
million people around the globe, die of Heart disease
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 Asian Journal of Nursing Education and Research. 10(4): October- December, 2020

each year. This is over 31% of all deaths globally. WHO necessary knowledge and skill by repeated training and
estimates that by 2020 close to 60% of cardiac patients practice.
worldwide will be Indian CPR is a series of actions done
by witnesses at the scene, and its aim is to restore cardiac STATEMENT OF THE PROBLEM:
and pulmonary functions and prevent brain damage. The “A study to evaluate the effectiveness of structured
AHA-recommended steps for resuscitation are known as teaching programme on knowledge and skill regarding
DRS CABD: Check for Danger, check for a Response, basic cardiac life support among Basic B.Sc. (N)1st year
Send for help, C directs rescuers to perform 30 students of selected Nursing college at Dehradun,
Compressions to patients who are unresponsive and not Uttarakhand.”
breathing normally, followed by 2 rescue breaths, A
directs rescuers to open the Airway, B directs rescuers to OBJECTIVES OF THE STUDY:
check Breathing but no need to deliver rescue breaths, D • To assess the knowledge level and skill score
directs rescuers to attach an AED as soon as it is regarding basic cardiac life support among of Basic
available and follow prompts. If the patient is B.Sc. (N) 1st year students of selected college of
unresponsive and not breathing, the responder begins nursing at Dehradun before administer the structured
CPR with chest compressions. If responders are teaching programme.
unwilling or unable to perform rescue breathing, they are • To administer the structured teaching programme on
to perform compression-only CPR, because any attempt knowledge and skill regarding basic cardiac life
at resuscitation is better than no attempt. support among Basic B.Sc. (N) 1st year students of
selected college of nursing at Dehradun.
A study was conducted in Finland to assess the • To evaluate the effectiveness of structured teaching
knowledge and skill regarding Basic Cardiac Life program in terms of gained knowledge and skill
Support among nurses and nursing students, results score regarding basic cardiac life support among
showed that the best predictors for good response Basic B.Sc. (N) 1st year students of selected college
assessment and resuscitation skills went to those who of nursing at Dehradun.
were nursing students who had studied Basic Life • To find out the association between the knowledge
Support sometime during the previous 6 months. In a level and skill score regarding basic cardiac life
survey conducted in Hainan Province regarding the support and the selected demographic variables.
knowledge of Basic Life Support and cardio pulmonary
resuscitation was found that the knowledge level was MATERIALS AND METHODS:
very low among nurses. A pre-experimental study was HYPOTHESIS:
conducted in Rohtak, Haryana to assess the effectiveness Hypothesis will be tested at 0.05 level of significance.
of Planned Teaching Program on knowledge regarding H1-There will be significant difference in the pretest and
Basic Life Support among 200 students. The Study posttest knowledge and skill scores regarding basic
articulated that the overall post-test mean with SD cardiac life support H2-There will be significant
(21.31±3.80) was higher than pre-test mean with SD association between knowledge and skill scores of
(14.42±3.75) with mean difference of 6.89. This result nursing students with selected demographic variables
reveals that the planned teaching programme was
effective in increasing the knowledge of the students METHODOLOGY:
regarding basic life support. In a study conducted among
Research approach:
nurses, regarding skill and knowledge of Basic Life
Quantitative research
Support shows that retention of skill and knowledge
quickly deteriorates if not used or updated regularly. In
Research design:
another study, the student performing Basic Cardiac Life
Pre experimental one group pretest posttest design
Support for the second time achieved better results than
those undertaking skill and testing for the first time.
Research setting:
These data and studies figure out the need of repeated
State College of Nursing
teaching and assessment to ensure adequate knowledge
and skill gained among the nursing students.
Sample:
First year B.Sc. nursing students
So the aim of our study is to evaluate the effectiveness of
structured teaching plan on knowledge and skills of basic
Sample size:
cardiac life support among students. Educational
50 First year B.Sc. nursing students
activities should provide the skills and knowledge that
enable nurses to meet this goal. The new nursing
Sampling technique:
generation need to grow in proper and timely provision
Convenience sampling
of essential care to their patients. For that, they need
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 Asian Journal of Nursing Education and Research. 10(4): October- December, 2020

Data collection instruments: knowledge questionnaire and skill checklist and

1. Tool A tabulated by descriptive and inferential statistics.
It consist of demographic variables include Age, gender,
family background, previous clinical exposure to cardio- Data analysis:
pulmonary resuscitation, if yes when, Previous 1. Descriptive: frequency, percentage, mean and
information about basic cardiac life support and If yes, standard deviation
source of information. 2. Inferential: paired ‘t’ test and chi square test were
used for the analysis and interpretation of data
2. Tool B
It consists of 32 structured knowledge questionnaires Percentage distribution pretest and posttest level of
regarding basic cardiac life support. knowledge and skill
3. Tool C Table 1: Mean, Standard Deviation and t- Test Score and p Value
It consists 18 items of skill checklist regarding basic of Knowledge Score n=50
cardiac life support. Knowledge Mean Standard T test P value
deviation (SD)
Methods of data collection: Pre-test 11.26 4.16
Knowledge
1. Written permission was obtained from the Principal 31.36 P<0.001
of State College of Nursing, Dehradun Post test 28.12 2.63
2. The sample was selected based on the sampling Knowledge
criteria and using convenience sampling.
3. 50 B.Sc. Nursing I year students were selected and Table 2: Mean, Standard Deviation and t- Test Score and p Value
pretest knowledge regarding basic cardiac life of skill Score n=50
Knowledge Mean Standard T test P value
support assessed by structured knowledge deviation (SD)
questionnaire and skill assessed by skill checklist. Pre-test 1.88 2.48
4. Structured teaching programme on basic cardiac life Knowledge
support. 39.40 P<0.001
Post test 17.22 1.01
5. After administer the structured teaching programme, Knowledge
the Knowledge and skill was assessed through

Table No. 3: Component wise enhancement of knowledge scores on basic cardiac life support n=50
Knowledge Aspect Pre Test Post Test Percentage of
Mean Mean % SD Mean Mean % SD Enhancement

Questionnaire on Introduction 8.96 42.67% 9.55 18.46 87.90% 5.55 45.23

Questionnaire on Compression 1.26 18.58% 2.49 6.36 90.85% 1.59 72.27
Questionnaire on Airway and breathing 1.04 28% 1.71 3.3 82.5% 1.52 54.5

Table No. 4: Component wise enhancement of skill scores on basic cardiac life support n=50
Skill Aspect Pre Test Post Test Percentage of
Mean Mean % SD Mean Mean % SD Enhancement
Checklist on assesses victim and activates emergency 0.56 11.2% 1.49 05 100% 0.00 88.8%
response system within a maximum of 30 seconds
Checklist on cycle 1 of CPR perform high quality chest 1.04 20.8% 1.66 4.86 97.2% 0.351 76.4%
compression (initiates compressions immediately after
recognition of cardiac arrest)
Checklist on provides 2 breaths by using a barrier 0.2 6.6% 0.741 2.78 92.7% 0.418 86.1%
device (Keep airways open, pinch nose and properly
cover mouth)
Checklist on cycle 2 of CPR repeat steps in cycle 1 0.1 2% 0.62 4.58 91.6% 1.08 89.6%

RESULTS: knowledge scores estimated that the subjects had

Data from 50 B.Sc. Nursing I year students is tabulated, adequate knowledge (96%), moderate (4%) and no one
analyzed and interpreted considering objectives and had inadequate knowledge and Pretest skill scores
hypothesis of the study, using descriptive and inferential estimated that no one having competent skill and Posttest
statistics. Pretest knowledge scores estimated that 60% skill scores estimated that the all subjects had competent
having inadequate knowledge, 40% having moderate skill regarding basic cardiac life support. Hence the
knowledge, no one had adequate knowledge and Posttest intervention is found to be effective.

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DISCUSSION: stress and panic among visitors of hospital. The aim of

Among 50 participants majority of subjects had adequate this study is to assess the knowledge ans skill of basic
knowledge (96%), moderate (4%) and all subjects had cardiac life support among B.Sc. Nursing I year students.
competent skill regarding basic cardiac life support. It The researcher concludes that structured teaching
was observed that the mean of posttest knowledge and programme is effective in enhancing the knowledge and
skill score were higher than the mean of pretest skill regarding basic cardiac life support of B.Sc.
knowledge and skill scores. Researcher observed that Nursing I year students regarding basic cardiac life
there is a statistical difference in the average knowledge support.
and skill regarding basic cardiac life support after the
intervention (p<0.05). Hence the intervention is found to ACKNOWLEDGEMENT:
be effective. I am grateful to the almighty GOD for bestowing upon
me his grace, blessing, strength, guidance, wisdom, love
NURSING IMPLICATIONS: and protection throughout this endeavour. I acknowledge
Nursing education: my thanks to Directorate Medical Education and vice
Nursing students and staffs can be trained to give chancellor H.N.B. Uttarakhand Medical University, for
structured teaching programme regarding basic cardiac providing me the opportunity and from whom I had been
life support to deal with respiratory and cardiac arrest inspiring in undertaking this research project.
and emergency situations in the hospital and in Acknowledgement cannot complete without paying
community areas. gratitude note to my backbone i.e. my family. My
heartfelt gratitude to my father Late Mr. Jagdish Chandra
Nursing administration: Joshi for his divine blessings, My mother Mrs. Hanshi
• Nurse Administrators can conduct in-service Joshi, My brother Er. Neeraj Joshi, My sister Ms. Hema
education programme to make nurses more aware of Joshi and my husband Mr. Harish Kandpal for their
knowledge regarding basic cardiac life support. constant encouragement, support, prayer, love and
• They can also adopt the structured teaching blessing. I am incredibly appreciative of all of the
programme for making effective teaching for nursing sacrifice they have made in order to help me to achieve
students. my educational and professional goals.

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