Introduction: Cardiopulmonary resuscitation serves as a swift intervention for rescuing individuals experiencing sudden cardiorespiratory arrest. ersonalized video feedback from contemporary educational simulation techniques can prove beneficial in this particular domain.
Objective: This study was conducted with the aim of investigating the effect of personalized video feedback of basic Basic Life Support (BLS) on the satisfaction with the teaching methodology at Aja Nursing School.
Materials and Methods: This experimental research, utilizing a “post-test only, control group design,” involved 40 first-semester nursing students in the year 2023. Through an convenience method, students were selected and divided into intervention and control groups via a simple random process. Both groups underwent BLS training via lectures and simulations across two sessions, followed by practical exercises. Individual practical sessions were recorded via camera, with immediate feedback provided. Subsequently, the intervention group students were furnished with personalized feedback videos tailored by the researchers. A week later, both groups completed Borimnejad’s teaching method satisfaction questionnaire. Data analysis was performed using SPSS software with a significance level set at P<0.05.
Results: Post-intervention, the average satisfaction level with the teaching method was 44.35 ±3.01 in the intervention group and 42.60 ± 3.52 in the control group. Both the intervention and control groups reported a “high” level of satisfaction with the teaching methodology. No statistically significant difference in satisfaction levels between the two groups was observed (P=0.099).
Conclusion: Given the high satisfaction levels in both groups, it is suggested that instant feedback and personalized video feedback could serve as valuable supplements to the education of nursing students using simulation techniques.