Comparison of simulation and video based CPR education on high school students knowledge and skills

Abstrak

Background: Cardiac arrest is an emergency condition that requires immediate, rapid, and appropriate assistance, as delays can worsen the condition and increase mortality rates. Knowledge and skills in cardiopulmonary resuscitation (CPR) are important to apply in various social settings, including among school students. Early education is expected to improve these skills.

Method: This study is a quasi-experiment with a pre-test and post-test design on two intervention groups, involving 80 students selected using cluster sampling. Data were collected via questionnaires and skill assessment sheets and analyzed using the Wilcoxon and Mann-Whitney tests.

Results: CPR education significantly improved knowledge and skills in both groups (p < 0.001). The Mann-Whitney test revealed a difference in skill effectiveness, with the simulation method having a mean rank of 46.23, higher than the video method's 34.78 (p-value = 0.027). Meanwhile, there is no difference in knowledge between simulation and video (p-value=0.327)

Conclusion: CPR education significantly improved high school students’ knowledge and skills in both the simulation and video groups. While there was no significant difference in knowledge outcomes between the two methods, simulation was more effective than video in improving students’ CPR skills.