ArticleFrontiers in medicine2026
Application effect of Miller's pyramid teaching method based on HeartCode BLS in basic life support training for nursing students.
Article in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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4 authors.
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Abstract
Background: Basic life support (BLS) competence is a core professional skill for nursing students, yet conventional training often fails to achieve durable gains in knowledge, psychomotor performance, and clinical transfer. This study evaluated the effectiveness of a Miller's pyramid-based HeartCode BLS teaching model compared with traditional instruction in undergraduate nursing students. Methods: In this randomized controlled trial, 229 eligible nursing students were enrolled and assigned to a control group ( Findings: Baseline characteristics and pre-training scores were comparable between groups. After training, the observation group achieved significantly higher scores than the control group in theoretical knowledge (74.29 ± 9.94 vs. 68.81 ± 9.33), CPR skills (85.92 ± 8.67 vs. 79.80 ± 7.56), and defibrillation skills (85.48 ± 8.63 vs. 78.86 ± 5.77; all Interpretation: A Miller's Pyramid-based HeartCode BLS teaching model was associated with significantly improved immediate learning outcomes, CPR quality, learner satisfaction, and mid-term integrated clinical performance among nursing students. This theory-informed, feedback-enabled instructional strategy may offer a scalable and effective approach for optimizing BLS education in undergraduate nursing, although multicenter studies with longer follow-up are needed to confirm generalizability and long-term retention.
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