:: Volume 3, Issue 4 (Military Caring Sciences 2017) ::
MCS 2017, 3(4): 233-241 Back to browse issues page
The Impact of Basic Life Support Teaching Program Using Concept Mapping Method on Meaningful Learning in Nursing Students of AJA
Abdi. A1, Aliyari. Sh 2, Pishgooie. SAH3, Seyyed Mazhari. M3 , Nazari. SMR1
1- Iran, Tehran, AJA University of Medical Sciences, Faculty of Nursing.
2- Assistant Professor, Iran, Tehran, AJA University of Medical Sciences, Faculty of Nursing, Maternal Newborn Health Department. Email: sh.aliyari@ajaums.ac.ir
3- Iran, Tehran, AJA University of Medical Sciences, Faculty of Nursing, Medical- Surgical Department.
Abstract:   (9954 Views)

Introduction: Today, there are different methods for teaching students and clinical staff to maintain their information, knowledge and medical skills. One of these modern teaching methods is based on concept map.

Objective: This study aimed to determine the effect of concept mapping teaching methods based on meaningful learning of basic life support (BLS) in nursing students.

Materials and Methods: This quasi-experimental study compared the two methods of concept mapping-based learning and lecture on meaningful learning of BLS in the Army nursing school in 2015. In this study, 57 nursing students from the first semester were enrolled in two groups to learn BLS using concept map and lecture methods. Twenty eight students were randomly assigned to the concept mapping group and 29 to the control group (speech). After the pre-test, students had two sessions of theory and a practical session of working with the model, and then were trained with concept mapping and speech, respectively. Immediately after the training, the first post-test and then post-test knowledge of students were taken regarding the knowledge without remembering, one and four weeks later. To collect data, a valid and reliable questionnaire was used. To analyze the data, SPSS software version 22, Fisher’s exact test, t-test, and repeated measures ANOVA (RM ANOVA) were used.

Results: Before and after training both groups, there were statistically significant differences. The mean scores in all the three phases of post-test awareness training had a significant upward trend (P< 0.001). However, while the total knowledge score in the lecture group was higher than the post-test in concept maps (P<0.05), this difference in statistically higher levels of knowledge was not significant between the two groups (P> 0.05).

Discussion and Conclusion: In this study, there was no statistically significant difference between teaching methods based on concept mapping and lecture regarding meaningful learning (higher levels of knowledge) of BLS.

Keywords: Cardiopulmonary resuscitation, Concept mapping, Speech, Nursing students.
Full-Text [PDF 324 kb]   (1494 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/09/28 | Accepted: 2016/12/4 | Published: 2017/03/13
References
1. Okonta K, Okoh BN. Theoretical knowledge of cardiopulmonary resuscitation among clinical medical students in the University of Port Harcourt, Nigeria. African Journal of Medical and Health Sciences. 2015;14(1):42. DOI: 10.4103/2384-5589.153391 [DOI]
2. Abbas A, Bukhari S, Ahmad F. [Knowledge of first aid and basic life support amongst medical students: a comparison between trained and un-trained students]. J Pakistan Med Associat. 2011;61(6):613-6.
3. Roh YS, Issenberg SB. Association of cardiopulmonary resuscitation psychomotor skills with knowledge and self-efficacy in nursing students. Int J Nurs Pract. 2014;20(6):674-9. DOI: 10.1111/ijn.12212 PMID: 24219782 [DOI] [PubMed]
4. Hernandez-Padilla J, Suthers F, Fernandez-Sola C, Granero-Molina J. Development and psychometric assessment of the Basic Resuscitation Skills Self-Efficacy Scale. Eur J Cardiovasc Nurs. 2016;15(3):e10-8. DOI: 10.1177/1474515114562130 PMID: 25422522 [DOI] [PubMed]
5. Sutton RM, Niles D, Meaney PA, Aplenc R, French B, Abella BS, et al. "Booster" training: evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest. Pediatr Crit Care Med. 2011;12(3):e116-21. DOI: 10.1097/PCC.0b013e3181e91271 PMID: 20625336 [DOI] [PubMed]
6. Saramma PP, Raj L, Dash PK, Sarma PS. Assessment of long-term impact of formal certified cardiopulmonary resuscitation training program among nurses. Indian Journal of Critical Care Medicine. 2016;20(4):226. DOI: 10.4103/0972-5229.180043 [DOI]
7. Adib-Hajbaghery M, Azizi-Fini E. [Longitudinal study of cardiopulmonary resuscitation knowledge and skills among nurse interns of Kashan university of medical sciences]. Iranian J Med Educat. 2013;13(2):134-45.
8. Mäkinen M, Axelsson Å, Castrén M, Nurmi J, Lankinen I, Niemi-Murola L. Assessment of CPR-D skills of nursing students in two institutions: reality versus recommendations in the guidelines. European Journal of Emergency Medicine. 2010;17(4):237-9. DOI: 10.1097/MEJ.0b013e328331471b [DOI]
9. Hosseini Nejad SM, Bozorgi F, Taleshi Z, Montezer SH, Goli Khatir I, Jahanian F, et al. [Levels of Knowledge and Skills of Medical Interns in Mazandaran University of Medical Sciences about Cardio-Pulmonary Resuscitation, 2011]. J Mazandaran Univ Med Sci. 2013;22(97):98-103.
10. Hosseini-Irani J, Ayazi Z, Malekpour-Teharani A, Salehi-Tali S, Rahimi-Madiseh M. [The effect of CPR training on performance of nurses in selected hospitals of Shahrekord University of Medical Sciences, 2010]. J Clinical Nurs Midwifery. 2012;1(1):73-80.
11. Masoumi M, Ebadi A, Daneshmandi M, Raeisifar A. [Concept mapping modern teaching strategy in nursing education]. Educat Strateg Med Sci. 2011;4(1):47-51.
12. Sun Y. Methods for automated concept mapping between medical databases. Journal of Biomedical Informatics. 2004;37(3):162-78. DOI: 10.1016/j.jbi.2004.03.003 [DOI]
13. Novak JD, Cañas AJ. The theory underlying concept maps and how to construct and use them. Florida Inst Human Machine Cogn. 2008;2008.
14. Daley BJ, Torre DM. Concept maps in medical education: an analytical literature review. Med Educ. 2010;44(5):440-8. DOI: 10.1111/j.1365-2923.2010.03628.x PMID: 20374475 [DOI] [PubMed]
15. Taylor J, Wros P. Concept mapping: a nursing model for care planning. J Nurs Educ. 2007;46(5):211-6. PMID: 17547344 [PubMed]
16. Abediny Z, Tabibi M. [Comparison of the effect of lecture and concept mapping methods on studentslearning and satisfaction]. Iranian J Med Educat. 2012;12(6):430-8.
17. Mirzaei K, Zahmatkesh S. [Conceptual Mapping as an Effective Learning and Retention Method for Students]. Interdisciplin J Virtual Learn Med Sci. 2013;4(1):38-43.
18. Cutrer WB, Castro D, Roy KM, Turner TL. Use of an expert concept map as an advance organizer to improve understanding of respiratory failure. Med Teach. 2011;33(12):1018-26. DOI: 10.3109/0142159X.2010.531159 PMID: 22225439 [DOI] [PubMed]
19. Sarhangi F, Masoumi M, Ebadi A, Seyyed Mazhari M, Rahmani A. [Comparing the effect of lecture-and concept mapping based learning on cognitive learning levels]. Iranian J Crit Care Nurs. 2010;3(1):1-2.
20. Torabpour Toroghi M, Zare Hoshyarikhah H, Cheraghian B, Naderi D, editors. [Effects of cardiopulmonary resuscitation on problem-based cognitive and psychological competence of nursing students]. the First National Conference on Science teaching and learning methods; 2015.
21. Dong R, Yang X, Xing B, Zou Z, Zheng Z, Xie X, et al. Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical students. Int J Clin Exp Med. 2015;8(5):7794-801. PMID: 26221331 [PubMed]
22. Rahmani A, Mohajjel Aghdam A, Fathi Azar E, Abdullahzadeh F. [Comparing the effects of concept mapping and integration method on nursing students' learning in nursing process course in Tabriz University of Medical Sciences]. Iranian J med educat. 2007;7(1):41-9.



XML   Persian Abstract   Print



Volume 3, Issue 4 (Military Caring Sciences 2017) Back to browse issues page