Pediatric Basic Life Support among Nursing Students in Jordan: Stimulation-Based Education

Abstract

Background: In the context of seeking to reduce the neonatal mortality rate (NMR) in Jordan, there is a need to use simulation to teach and train nursing students in pediatric basic life support (PBLS) skills. This study aims to measure the preservation of PBLS knowledge and determine whether active observation of an immersive simulation using a simple checklist would improve PBLS skills. Methods: A single group pretest-posttest approach design was applied in the Jordan University of Science and Technology (JUST) pediatric simulation lab for 108 nursing students. Results: The result of the paired samples t-test showed that there was a statistically significant increase in PBLS knowledge between pretest and post-test. The result of the paired samples t-test in the group showed that there was a statistically significant enhancement in PBLS skills between pretest and post-test. PBLS skills at pretest were poor (M = 4.31, SD = 1.12). It was reported that place of residence is a significant predictor of knowledge in PBLS (p <.05). Conclusion: The results of this study showed that a simulation-based PBLS course positively impacted knowledge and skills in pediatric BLS. The findings also suggest that policymakers should establish continued professional development BLS training programs for healthcare providers, especially nurses, which can be provided at low cost in most of the settings around the country.