Investigating the Effect of Two Evidence-based and Routine-based Learning Techniques on the Clinical Competency of Cardio-pulmonary Resuscitation on Emergency Ward Nurses in Imam Khomeini Dehdasht Hospital in 2017
Author(s): Moslem MoslemiRad, Marziyeh Asadi Zaker*, Nasrin Elahi and Mohammad Hossein Haghighizadeh
Introduction and Objective: Nursing education has a mission to prepare graduates with the ability to identify the needs of patients in a changing community and clinic, and provide the best possible care in the light of the best scientific evidence. Today, evidence-based education has also been considered in the field of nursing education with the aim of using the serious, explicit and rational use of the best evidence for decision making. Evidence-based care is a problem-solving approach to health problems that derives from the best evidence based on well-designed studies. This practice applies to scientific fields, various medical and nursing procedures, including cardiopulmonary resuscitation (CPR). Given that nurses are the first to come to the patient at the time of cardiopulmonary arrest, their knowledge and skills in implementing the most up-to-date and most effective cardiopulmonary restraint protocols can help to increase the success rate and reduce the time of CPR and thus reduce the mortality rate and its complications have an effective role. Therefore, this study was conducted with the aim of determining the Effect of Two Evidence-Based and Routine-Based Learning Techniques on the Clinical Competency of Cardio-pulmonary resuscitation on Emergency Ward Nurses in Imam Khomeini Dehdasht Hospital in 2017.
Methods: This is a semi-experimental interventional study that was performed on 44 nurses working in Emergency wards of Imam Khomeini hospital in Dehdasht hospital in 2017. After selecting qualified individuals, census and random allocation were divided into two groups, which were divided into two groups of 22, the first group was influenced by evidence-based education and the second group was influenced by routine training. In the first group, evidence-based education included: two research workshops for 4 sessions in two consecutive weeks (a total of 8 hours), followed by two evidence-based care workshops for 4 sessions over a two-week consecutive (total of 8 hours) The content of the introduction to evidence-based nursing, how to set the clinical question, how to use information sources, and how to critique the articles. Following the implementation of the evidence-based care workshop on CPR and in line with the latest changes to the 2015 CPR guidelines, the nurses learned in practice, with evidence-based care, and appropriate for CPR. During the two months of each week for an hour (a total of 8 sessions per hour), the problem was addressed and the learning of these people was followed up. Before and two months after the intervention, their clinical competence was assessed using a researcher-made clinical checklist.
Results: The findings of this study showed that the two groups did not have a statistically significant difference in terms of age, sex, and work experience. In other words, the two groups were homogeneous. Also, the clinical competence of the evidence-based learning group at the onset of the principles of CPR, In the implementation of artificial airway, in implementing the principles of CPR start and end, in advanced pulmonary CPR, as well as in the implementation of the principles of the onset and end of CPCR more than the routine workshop (p<0.05).
Conclusion: Evidence-based nursing education can be effective on the skills of the nursing process. Therefore, learning this technique and its use in clinical settings is important because nursing students need reliable information on diagnosis, treatment, prognosis, prevention, examination and recognition, planning, implementation and evaluation every day.