Volume 21, Issue 2 (Summer 2026)
jmed 2026, 21(2): 1533-1549 |
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Eftekhari A, Keshmiri F, Baghian N. Design, Implementation, and Evaluation of a Peer-Led Basic Life Support Training Program for Nursing Students: A Quasi-Experimental Study. jmed 2026; 21 (2) :1533-1549
URL: http://jmed.ssu.ac.ir/article-1-1637-en.html
URL: http://jmed.ssu.ac.ir/article-1-1637-en.html
, n.baghian@yahoo.com
Abstract: (20 Views)
Introduction: Basic Life Support (BLS) is a vital skill in emergency care. Given the limitations of traditional methods in consolidating practical skills, this study aimed to design, implement, and evaluate a peer clinical instructor-led adult BLS training course for nursing students.
Method: This quasi-experimental, single-group study was conducted in 2024 at Meybod School of Medical Sciences. The intervention involved 55 sixth-semester nursing students (census sampling) and 10 emergency technicians serving as peer-instructors. Training was based on Orman’s experiential learning model, comprising theoretical sessions, scenario-based practice, and feedback. Data were collected via knowledge, OSCE, self-efficacy, teamwork, and satisfaction assessments, and analyzed using parametric and non-parametric tests (significance level 0.05).
Results: The mean knowledge score increased significantly (from 10.2±3.2 to 12.6±3.9; p=0.001), while the change in self-efficacy was not significant (from 5.28±1.53 to 5.49±1.34; p=0.272). The mean OSCE practical skill score was 14.48±1.45 (out of 20). The mean teamwork quality score was 144.18±17.9, with no significant differences across demographic variables (p>0.05). Overall satisfaction was desirable (34.55±7.21); the highest satisfaction was with “encouraging participation in learning” (3.71±0.94) and the lowest with “impact on future job satisfaction” (3.26±1.00).
Conclusion: Peer clinical instructor-led training can help improve nursing students’ knowledge, teamwork performance, and satisfaction. However, determining the sustainability of these effects requires controlled studies with long-term follow-up.
Keywords:
Method: This quasi-experimental, single-group study was conducted in 2024 at Meybod School of Medical Sciences. The intervention involved 55 sixth-semester nursing students (census sampling) and 10 emergency technicians serving as peer-instructors. Training was based on Orman’s experiential learning model, comprising theoretical sessions, scenario-based practice, and feedback. Data were collected via knowledge, OSCE, self-efficacy, teamwork, and satisfaction assessments, and analyzed using parametric and non-parametric tests (significance level 0.05).
Results: The mean knowledge score increased significantly (from 10.2±3.2 to 12.6±3.9; p=0.001), while the change in self-efficacy was not significant (from 5.28±1.53 to 5.49±1.34; p=0.272). The mean OSCE practical skill score was 14.48±1.45 (out of 20). The mean teamwork quality score was 144.18±17.9, with no significant differences across demographic variables (p>0.05). Overall satisfaction was desirable (34.55±7.21); the highest satisfaction was with “encouraging participation in learning” (3.71±0.94) and the lowest with “impact on future job satisfaction” (3.26±1.00).
Conclusion: Peer clinical instructor-led training can help improve nursing students’ knowledge, teamwork performance, and satisfaction. However, determining the sustainability of these effects requires controlled studies with long-term follow-up.
Keywords:
Keywords: Cardiopulmonary Resuscitation (CPR), Basic Life Support (BLS), Nursing Education, Self-Efficacy, Teamwork
Type of Study: Research |
Subject:
Medical Education
Received: 2026/07/1 | Accepted: 2026/09/12 | Published: 2026/09/28
Received: 2026/07/1 | Accepted: 2026/09/12 | Published: 2026/09/28
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