الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 169 |  |  |
| | | from | 169 | | |
Abstract
Pediatric CPR is very important to be teached in all schools and institutes of nursing in a simplified format lays focus on providing the accurate way and practices in CPR. the roles of the multidisciplinary team members are also subjective to change. Factors such as improvement in nursing education, increased needs for expert nurses due to the requirements of specialized fields of medicine, and an increase noted in the autonomy of the nursing role have led to a change in nurses’ responsibilities during CPR. Some of these new roles include: the rapid response nurse, the initiation of external defibrillation, the involvement in CPR decision making, the understanding of the use of resuscitation drugs and the family support in the cases of witnessed resuscitation (AHA, 2015).
Aim of the Study
¬This study aimed to evaluate the outcome of two teaching methods for police health institute students regarding pediatric CPR.
Research Hypothesis:
The educational program will improve knowledge and practice of police health institute students regarding pediatric CPR more than instructional booklet guidelines with video; with highly statistically difference may be detected.
Operational definitions:
• CPR: cardio pulmonary resuscitation
• Outcome: means positive effect on student’s knowledge, attitude and practices.
Subjects and methods for this study were portrayed under four main topics as follows: -
1. Technical design.
2. Operational design.
3. Administrative design.
4. Statistical design.
Technical design:
1- Technical design:
Research design:
A quasi-experimental study design with pre-post intervention was used in this study to evaluate the outcome of two teaching methods for police health institute students regarding pediatric CPR.
Settings
The study conducted at Police Health Institute for males and females.
Subjects
A convenienent sample included 100 students (50 from males and 50 females), who study pediatric nursing, divided in to two groups, attending the previously mentioned setting over a 6 months period the study were divided in to identical group.
III- group I (n = 50) had recived the educational program (25 from males and 25 from females).
IV- group II (n = 50) had recived instructional booklet guidelines with video (25 from males and 25 from females).
Tools of data collection
For data collected through using the following tools:
First tool: Pre-designed sheet: (Appendix I) it was designed by the researcher in Arabic language it consists of two parts:
Part one: It was concerned with characteristics of student include: age, ranking, residence….etc.
Part two: It concerned with students’ knowledge regarding CPR, definition, important, technique and complication.
Scoring system
The questions about student’s knowledge were given scores two marks to the correct answer, one mark to the incomplete answer and Zero to the incorrect answer.
According to student’s answer, their knowledge was categorized into:
• Unsatisfactory knowledge < 75%
• Satisfactory knowledge ≥ 75%.
Second tool: An observation checklist: (Appendix II)
It was adopted from American Heart Association guidelines, (2013), and it used to assess students’ practice regarding CPR (Pre / post tests).
Scoring system
The checklist of student’s practice was given scores, one mark to the competent practice and Zero to the incompetent practice.
According to student’s practice, their practice was categorized into
• Incompetent practice < 75%
• Competent practice ≥ 75%.
Content Validity:
It was used for modified tools of student knowledge, were translated and modified by the researcher. Also, it was updated according AHA, 2013 to tools content validity ascertained by jury expertise (7) from nursing and medical staff members.
II. Operational design
• Preparatory phase
It included reviewing of literature related to the cardiac & respiratory, and the theoretical knowledge about the CPR using books, articles, periodicals, and magazines to develop the study tools for data collection.
• Ethical Considerations:
The ethical research considerations in this study included the following:
1. The research approval obtains before program implementation.
2. The researcher clears the objective and aim of the study to subjects.
3. The researcher maintain on anonymity and confidentiality of subjects.
4. Subjects are allowed to choose to participate or not participate, and they have right to withdraw from a study any time without penalty.
• Pilot study
The pilot study was applied to 10% of student who study pediatric nursing, divided in to two groups to test the clarity and arrangement of the items and time needed for each sheet. The final form was achieved through rearrangement and modification was done of the tools regarding knowledge’ item based on the findings of the pilot study. Some questions and items were omitted, added, or rephrased, and then the final form was developed. The student in the pilot study was excluded from the sample.
Field work
Data collection for this study was carried out in the period from January 2014 until June 2014. The researcher collected the data during the morning at two days each week for each school. The questionnaire was filled by the student through personal interview, within 30-40 minutes; the purpose of the study was explained to them. Questionnaire was filled by students as pre/post. To identify student’s knowledge about CPR after received program, without refer to textbooks or other resources, within 40- 50 minutes.
The education program was given to students. The researcher explained the purpose of the study for every student, clarified each item in the program, and any item needing practice was explained and demonstrated; observation of media in the program and real media in hospital.
The observation checklists for self CPR practice were filled by the researcher on ongoing implementation phase within 20 -30 minute.
II. Administrative design:
To carry out the study, the necessary approval was obtained from the director of police institute, explaining the aim of study to obtain the permission for data collection. A letter was issued to them from the Faculty of Nursing, Ain Shams University.
IV. Statistical design:
Statistical analysis was done using the Statistical Package for Social Sciences (SPSS), version 20. Data were presented using descriptive statistics in the form of frequencies and percentages for qualitative variables, means and standard deviation for quantitative variables, qualitative variables were compared using chi-square test and quantitative variables.
Results:
Findings of the current study can be summarized as the following:
• 32.0% were in the age group of 15-16 years, Mean ±SD (17.4±2.8) in booklet guidelines group compared to 26.0.0% were in the age group of 15-16 years.
• Mean ±SD (16.8±1.9) in educational program group, 80.0% & 76%were from urban areas in both booklet guidelines group& educational program group respectively
• There was statistical significant difference between booklet guidelines group & educational program group knowledge related to definition, and signs of cardiac arrest (p<0.05),
• There was statistical significant difference between nurses knowledge related to indication of CPR throughout the intervention in educational program group (p<0.05),
• There was statistical significant difference between nurses knowledge related to initial assessment criteria, indication and sequence of CPR throughout the intervention in both group respectively (p<0.05).
• There was statistical significant difference between booklet guidelines group & educational program group knowledge related to initial assessment criteria, indication and sequence of CPR (p<0.05).
• There was statistical significant difference between nurses knowledge related to breathing assessment during CPR throughout the intervention in educational program group (p<0.05).
• There was no statistical significant difference between nurses knowledge related to breathing assessment during CPR throughout the intervention in booklet guidelines group (p>0.05).
• There was statistical significant difference between booklet guidelines group & educational program group knowledge related to breathing ratio for child (p<0.05).
• That there was statistical significant difference between nurses knowledge related breathing ratio for infant throughout the intervention in educational program group (p<0.05.
• There was no statistical significant difference between nurses knowledge related breathing ratio for infant throughout the intervention in booklet guidelines group (p>0.05). There was statistical significant difference between booklet guidelines group & educational program group knowledge related to breathing ratio for infant (p<0.05).
• There was statistical significant difference between booklet guidelines group & educational program group knowledge related to pulse assessment (p<0.05).
• There was statistical significant difference between nurses knowledge related to assessment chest compression throughout the intervention in both group respectively (p<0.05).
• There was statistical significant difference between booklet guidelines group & educational program group knowledge related to assessment chest compression (p<0.05).
• There was statistical significant difference between nurses knowledge related to management of chest compression for the child throughout the intervention in both group respectively (p<0.05).
• There was statistical significant difference between booklet guidelines group & educational program group knowledge related to management of chest compression for the child (p<0.05).
• There was statistical significant difference between booklet guidelines group & educational program group knowledge related to management of chest compression for the infant (p<0.05).
• There was statistical significant difference between booklet guidelines group & educational program group knowledge related to management of chest compression for the child (p<0.05).
• There was statistical significant difference between booklet guidelines group & educational program group knowledge related to indication and precautions of AED (p<0.05).
• There was statistical significant difference between nurses practices of use the AED throughout the intervention in both group respectively (p<0.05).
• There was statistical significant difference between booklet guidelines group & educational program group practices of use the AED (p<0.05).
Conclusion
In the light of the current study it can be concluded that, two teaching methods were helpful in creating awareness of the student regarding CPR added to studied sample with educational program had more improvement in knowledge and performance compared to instructional Booklet guidelines. As there was highly statistically significant difference between the two methods regarding items of CPR.
In the light of the study findings, the following recommendation are suggested:
• Frequent training courses should be provided to pediatric student to update their knowledge & practice regarding basic CPR for pediatric.
• Institute of nusing should make continous training courses for the student in on the new guidelines related to knowledge & practice of basic CPR.
• There must be continues evaluation of student practice regarding CPR in all departments of pediatric critical care areas.
• CPR training refreshing courses is important to increase the retention of CPR knowledge for the student.
• Further researches should be conducted to investigate thenew teaching method on improving students’ knowledge, practice and attitude regarding CPR.