Mohammad Abbasi, Yousef Asadoola, Hossein Ebrahimi, Elahe Bahonar, Zinab Dabirian, Seyed-Mahdi Esmaeili, Ahmad Mahdizadeh, Mahdi Sadeghi
Background: The use of different educational methods and programs, such as simulation and virtual training, plays an important role in effective Cardiopulmonary Resuscitation (CPR) learning for nursing students. This study was conducted with the aim of comparing mannequin-based simulation training with virtual training on CPR learning among nursing students.
Materials and Methods: This parallel randomized controlled trial was conducted in 2022. We selected 73 nursing undergraduate students and randomly assigned them to two groups: mannequin-based simulation and virtual training groups. The knowledge, attitude, and performance of CPR in both groups were evaluated and compared before, immediately after, and 1 month after the intervention. Data analysis was performed using independent -test and the repeated-measure analysis of variance (ANOVA) using the Statistical Package for Social Sciences (SPSS) software.
Results: Within-group differences were significant in both mannequin-based simulation and virtual training groups in terms of knowledge, attitude, and CPR performance before and after training, as well as between before and 1 month after training ( < 0.001). In addition, the mean performance of simulation group students was significantly higher than the virtual group ( < 0.001), but no significant difference was observed between the two groups in terms of knowledge and attitude dimensions before training, after training, and 1 month after training.
Conclusions: Both mannequin-based simulation and virtual training methods increase CPR learning. Considering that students' knowledge and attitude increase significantly using both training methods and the performance of students in the simulation group is better than in the virtual group, the use of a multimodal approach is recommended for CPR training of nursing students.
