A study on the effectiveness of the structured teaching programme regarding cardiopulmonary resuscitation among undergraduate students at selected college of Dehradun, Uttarakhand
DOI:
https://doi.org/10.18203/2394-6040.ijcmph20192301Keywords:
Cardiopulmonary Resuscitation, Structured Teaching Programme, Knowledge, EffectivenessAbstract
Background: Cardiopulmonary resuscitation is a technique of the basic life support, which helps to maintain blood circulation in the victim's brain and heart during cardiac arrest or during the absence of pulse and breath. Adults are more active and long-time information delivers, but non-medical people are not having the knowledge regarding emergencies managements, hence this study was conducted to assess the knowledge and check the effectiveness of STP regarding CPR among Undergraduate students.
Methods: Quantitative approach with Quasi-Experimental research design was used in the present study with Simple random sampling technique to select 61 undergraduate students at Himalayan School Of Management, Jollygrant, Dehradun. Structured knowledge questionnaire was used to collect the data and followed by administrating the structured teaching programme (STP).
Results: Findings of the present study showed that the mean post test score (25.80±3.0) was higher than pre-test mean score (13.18±3.3). Arbitrary score reviled that, in pre-test majority of the (undergraduate) UG students had (60.65%) Average knowledge, most of the UG students had (36.06%) poor knowledge, only (3.27%) had the good level of knowledge. Where in post-test, maximum students had very good knowledge (62.92%), most UG students had 36.06% good knowledge and only 1.63% had average knowledge which showed that the knowledge had increased after administration of (STP), Calculated t value was 19.327 and found highly significant at p<0.001.
Conclusions: The findings of the study revealed that STP was an effective method to enhance the knowledge of undergraduate students regarding cardiopulmonary resuscitation. So the study concluded that structured teaching program had a great potential for improving the knowledge of undergraduate students.
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