The Effect of “Online–Simulation–Bedside” Three‐Step Teaching Method in Team Cardiopulmonary Resuscitation Skills Training of Emergency Department and Critical Care Nursing Interns—An Analysis Based on Kirkpatrick Model

• DOI: 10.1155/jonm/8624274
• Publication Date: 2025-03-12T01:19:26Z
• Authors: Huan Liu; Hui Huang; Miaoya Li; Ping Mao; Aidi Zhang; Yanting Sun; Zhaoxun Liu; Hong Tao; Sha Zhao; Yuting Xia; Jiandang Zhou; Jinxin Liu

Aim: This study designed a three‐step teaching method of “online–simulation–bedside,” which was applied to the teaching of cardiopulmonary resuscitation skills in the team of emergency and critical care nursing interns, and the effectiveness of this teaching method was evaluated using the Kirkpatrick model.Background: Mastering knowledge of cardiopulmonary resuscitation and emergency techniques is necessary for nursing interns to fulfill their roles. At present, the first aid awareness and rescue skills of nursing interns are not optimistic. Training programs can improve the cardiopulmonary resuscitation ability of nursing students, but most of them only evaluate the changes in cardiopulmonary resuscitation ability before and after training and rarely use educational evaluation theories and models to evaluate the effectiveness of cardiopulmonary resuscitation training research.Methods: This is a quasi‐experimental research design: pretest and posttest design. Our research focuses on nursing interns who interned in the emergency and critical care departments of a hospital from September 2023 to January 2024. Adopting the three‐step teaching method of “online‐simulation‐bedside”, provide team cardiopulmonary resuscitation skills training for emergency and critical care nursing interns. The four levels of Kirkpatrick’s model, that is, reaction, learning, behavior, and result, were applied for the evaluation together with questionnaires. Conduct a baseline survey before online learning. Evaluate team working ability, clinical thinking ability, confidence in skills, and active participation on the first day after simulated training and the 30th day of clinical practice. On the 30th day of clinical practice, satisfaction and skill level assessments will also be conducted.Results: At the reaction level, the satisfaction rate of nursing interns is 98.80%. At the learning level, there was a statistically significant difference (p < 0.001) in the team work ability and clinical thinking ability of nursing interns before training, on the first day after training, and on the 30th day of clinical practice. At the behavioral level, there was a statistically significant difference (p < 0.001) in the skill confidence and participation initiative of nursing interns before training, on the first day after training, and on the 30th day of clinical practice. At the result level, on the 30th day of clinical practice, the nursing intern team’s cardiopulmonary resuscitation skills assessment scores were all good or above, with an average score of 90.09 ± 1.58.Conclusion: The Kirkpatrick model can be used to evaluate the effectiveness of cardiopulmonary resuscitation skills training for nursing intern teams. Nursing interns are highly satisfied with the “online–simulation–bedside” three‐step teaching method, which can improve their teamwork ability, clinical thinking ability, active participation, and skill confidence. In addition, through training, students can effectively apply the learned content to clinical practice and possess a good level of skills.Implications for Nursing Management: Managers can develop a distinctive team cardiopulmonary resuscitation training model based on this, improve the team cardiopulmonary resuscitation skills of nursing interns, and cultivate more nursing talents with high‐level emergency capabilities for hospitals.