ArticleBMC medical education2024
The effect of spaced E-Learning on knowledge of basic life support and satisfaction of nursing students: a quasi-experimental study.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Application effect of Miller's pyramid teaching method based on HeartCode BLS in basic life support training for nursing students.Frontiers in medicine · 2026Article
- Article
- Impact of Learner Autonomy on the Performance in Voluntary Online Cardiac Auscultation Courses: Prospective Self-Controlled Study.JMIR medical education · 2025Article
- The effect of online CPR training on the knowledge and practice of the Red Crescent Student Association Volunteers during the COVID-19 pandemic: A randomized clinical trial study.Resuscitation plus · 2025Article
- The use of social media platforms in adult basic life support research: a scoping review.Resuscitation plus · 2025Review
- Article
- Effects of basic life support training on the knowledge of healthcare students: A quasiexperimental and multicenter study.Journal of education and health promotion · 2025Article
- CPR knowledge in future physicians: evidence to strengthen undergraduate medical training.Frontiers in medicine · 2025Article
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Authors and funding
4 authors.
Funding
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Abstract
aimCardiopulmonary resuscitation (CPR) training is essential for all students, especially nursing students. One of the educational approaches to creating long-term learning in inclusive is spaced learning. Spaced learning consists of three or more training sessions in which information is presented over time and at intervals. The present study was conducted to investigate the effect of basic life support (BLS) training through spaced E-learning on the knowledge and satisfaction of nursing students.
methodsIn this quasi-experimental study with two groups, 106 undergraduate nursing students of Alborz University of Medical Sciences in Iran participated. The control group (n = 47) received BLS training with massed E-learning in one three-hour session, and the intervention group (n = 59) received spaced E-learning in three one-hour sessions. An electronic questionnaire including demographic information and a pre-test of BLS knowledge were sent to both groups. Also, immediately after receiving the training, two weeks later and one month later, they completed a post-test of BLS knowledge. Students were asked to indicate their level of satisfaction with the provided education by completing the SLS-OLE.
resultsThe post-test scores immediately after, two weeks later, and one month later of the intervention group were higher than the control group. The results of repeated measurement ANOVA showed that the score changes of knowledge are significant over time (p < 0.001), the number of sessions (p < 0.001), and the interactive effect of them (p < 0.001). There was no statistically significant difference in the level of satisfaction with education in both groups.
conclusionBased on the results, BLS training in both groups increased the knowledge of BLS. however, the increase in knowledge and its retention was higher in the intervention group that received the training in spaced learning.
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