4. Discussion
mistakes
CARDIAC ARREST
Proficiency in CPR is a prerequisite for nurses because they are frequently the first to respond to an in-hospital cardiac arrest. Several studies assessing the effectiveness of various teaching methods have been published. This study sought to add to the existing literature by comparing the effectiveness of the video self-instruction training (intervention group) and the instructor-led training (control group) on CPR knowledge and skill retention among nurses as across time points (posttest, 1-, 3-, and 6-month follow-up periods afterwards).After controlling for covariates, the results revealed that there were no statistically significant differences in knowledge level between two groups (Interestingly, this study found that, after adjusting for covariates, participants were more likely to have good CPR knowledge of the two training methods at the posttest, one-, and three-month follow-ups than they were at the baseline. Previous studies by Aqel and Ahmad (In terms of skill competencies, the outcomes of this study revealed that there were no statistically significant differences in skill level at the 6-month follow-up (Similar to knowledge level, the two learning approaches also significantly improved skill retention from baseline to posttest, 1 month, 3 months, and 6 months later, after controlling for covariates. In contrast to their knowledge level, participants after the 6-month follow-up still had lower good skills compared with baseline (p = 0.003). These findings are contrast with a previous study, which revealed that participants had high levels of competency after a 6-month CPR training course (Several implications for nursing practice are suggested, for instance video self-instruction training can eliminate some of the most significant barriers that hospital nurses and other healthcare providers face to acquiring CPR/BLS training at the appropriate time. As is well known, there aren't enough CPR instructors to teach the number of working staff who may require certification or re-certification, or even students who are unable to attend instructor-led courses and thus fail to complete their recertification requirements. As a result, video self-instruction training can be an effective substitute for instructor-led training, allowing institutions to fill in the gaps. More nurses will be trained at a reduced cost when this training approach is employed in a hospital, freeing up the CPR instructors' time to pursue other educational goals that they previously were unable to, including frequently conducting mock tests on all of the hospital staff in the wards and units.Notwithstanding, the researcher recognizes the benefit of a new or inexperienced nurse participating in instructor-led classroom training since it fosters group interaction and provides feedback to both the teacher and the learners. However, by using video self-instruction training approaches, trainees will build confidence in the real world faster because they will know that their mistakes will not be detrimental during simulation practice.