ArticleIranian journal of nursing and midwifery research
Comparison of Mannequin-Based Simulation Training Method with Virtual Training Method on Nursing Students' Learning Cardiopulmonary Resuscitation: A Controlled Randomized Parallel Trial.
Article in Iranian journal of nursing and midwifery research. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Comparing Visual Self-Assessment and Virtual Reality Training for Improving Basic Life Support Competency in Nursing Students: An Educational Study.Health science reports · 2026Article
- Effects of virtual reality-based simulation education for nursing students: a systematic review and meta-analysis.Journal of Korean biological nursing science · 2026Review
- Simulation-Based CPR Education for Student Nurses: A Narrative Review of Effects on Knowledge, Skills, and Confidence.Advances in medical education and practice · 2026Review
- Implementation Strategy for a Mandatory Interprofessional Training Program Using an Instructional Design Model.Nursing reports (Pavia, Italy) · 2025Article
Corrections and comments
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Authors and funding
8 authors.
Funding
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Abstract
Background: The use of different educational methods and programs, such as simulation and virtual training, plays an important role in effective Cardiopulmonary Resuscitation (CPR) learning for nursing students. This study was conducted with the aim of comparing mannequin-based simulation training with virtual training on CPR learning among nursing students. Materials and Methods: This parallel randomized controlled trial was conducted in 2022. We selected 73 nursing undergraduate students and randomly assigned them to two groups: mannequin-based simulation and virtual training groups. The knowledge, attitude, and performance of CPR in both groups were evaluated and compared before, immediately after, and 1 month after the intervention. Data analysis was performed using independent Results: Within-group differences were significant in both mannequin-based simulation and virtual training groups in terms of knowledge, attitude, and CPR performance before and after training, as well as between before and 1 month after training ( Conclusions: Both mannequin-based simulation and virtual training methods increase CPR learning. Considering that students' knowledge and attitude increase significantly using both training methods and the performance of students in the simulation group is better than in the virtual group, the use of a multimodal approach is recommended for CPR training of nursing students.
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Registered trials
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