INTRODUCTION:

The heart is one of the most vital organs in the human body, functioning continuously without rest. Its primary role is simple yet essential—sustaining life¹. Cardiac arrest remains a critical global health issue. In the United States alone, over 356,000 out-of-hospital cardiac arrests (OHCA) occur annually, and approximately 90% of these cases are fatal, according to the American Heart Association’s 2022 update on Heart and Stroke Statistics².

For healthcare professionals, mastering Basic Life Support (BLS) is a fundamental skill.

Many consider Cardiopulmonary Resuscitation (CPR) to be one of the most significant medical advancements, with its success depending largely on the skill, effectiveness, and determination of the rescuer³.

Globally, cardiovascular diseases claim about 17.3 million lives each year, making them the leading cause of death. By 2030, this figure is projected to rise to 23.6 million. In India, nearly 30% of the population is at high risk of heart disease, and around 90 million individuals are already affected. During in-hospital cardiac arrests, nurses are usually the first responders, providing BLS until advanced cardiac life support (ACLS) teams intervene⁴.

STATEMENT OF THE PROBLEM:

A study to evaluate the Effectiveness of Video Assisted Teaching on Knowledge and practice regarding Basic Cardiac Life Support among First year B.Sc nursing students from selected colleges, Madurai.

OBJECTIVES OF THE STUDY:

1. To assess the pre-test and posttest level of knowledge and practice regarding basic cardiac life support among nursing students from selected colleges, Madurai.

2. To evaluate the effectiveness of video assisted teaching on knowledge and practice regarding basic cardiac life support among nursing students from selected colleges, Madurai.

3. To find the correlation between knowledge and practice regarding basic cardiac life support among nursing students from selected colleges, Madurai.

4. To find an association between pretest level of knowledge and practice regarding basic cardiac life support and selected demographic variables among nursing students from selected colleges, Madurai.

HYPOTHESES:

Hypotheses were tested at 0.05 level of significance

H₁:The mean post test level of knowledge score is higher than the mean pretest level of knowledge score on Basic Cardiac Life Support among nursing students from selected colleges, Madurai.

H₂: The mean post test level of practice score is higher than the mean pretest level of practice score on Basic Cardiac Life Support among nursing students from selected colleges, Madurai.

H₃: There is a relationship between knowledge and practice on Basic Cardiac Life Support among nursing students from selected colleges, Madurai.

H₄:There is an association between the level of knowledge and selected demographic variables on Basic Cardiac Life Support among nursing students from selected colleges, Madurai.

REVIEW OF LITERATURE:

A quasi-experimental study by Goswami R., Kanika, and Sembian N. (2015) was carried out among 42 third-year B.Sc. Nursing students at M.M. College of Nursing, Ambala, Haryana. Using a simple random sampling method, the researchers conducted a pretest, provided BLS training, and administered a post-test on the same day, followed by a second post-test on the 16th day. The findings showed that the mean post-test knowledge score (14.12±1.15) was significantly higher than the pretest score (7.19±2.00). Similarly, the post-test practice score (23±1.1) improved markedly compared to the pretest (10.31±3.84). The study concluded that BLS training programs effectively enhanced both knowledge and practical skills among nursing students⁵.

Similarly, Kose et al. (2019) conducted a non-randomized quasi-experimental study to evaluate the impact of BLS training on first-year nursing students. The study, which involved 65 participants, revealed that both knowledge and skill scores improved significantly after the training. Furthermore, a moderate but significant correlation was observed between BLS knowledge and practice⁶.

A quasi-experimental research, pre and post test without control group design with experimental approach was undertaken to assess the effectiveness of Video assisted teaching programme on the knowledge of nurses on neonatal resuscitation. Data were collected from 248 nurses selected by cluster sampling technique in PHCs of Salem district through closed ended questionnaire and observational checklist. Data were analysed by descriptive and inferential statistics. The overall pre-test mean knowledge score was 28.13±7.55 (42.61%) whereas in post-test it was 57.71±3.94 (87.44%) revealing 44.83% enhancement of knowledge score⁷.

A quasi experimental study with one group pretest and posttest without control group design was undertaken in Vinayaka Missions Hospital, Salem to assess the effectiveness of video assisted teaching module regarding central venous catheter related blood steam infections and its prevention on knowledge of staff nurses working in ICU. Data was collected from 50 staff nurses selected by purposive sampling technique using closed ended questionnaire. Demographic characteristic reveals that the highest percentage (82%) of the staff nurses were in the age group of 21-25 years, were females (78%) were having B.Sc. nursing degree (80%). Highest percentage were having less than one years of experience (52%), were working MICU (50%), SICU (24%), ICCU(26%) and CTICU(22%) and did not attend in-service program (82%). Overall pretest mean score was 19.5±4.71 (48%) whereas it was 29.62±3.21 (72%) in posttest revealing 24% enhancement of knowledge score. Hence the study proved that video assisted teaching is effective in enhancing the knowledge⁸.

A Evaluative Research Approach, Quasi Experimental research design [only posttest research design] was used. The tool used for the data collection was observational checklist which comprised 18 steps of bag technique. The sample was 40 students from Second year B.Sc. Nursing students. The study found that the overall mean of the video assisted teaching practice score was 14.95. The level of practice in video assisted teaching method were 1(5%) had poor level to practice, 6 (30%) had average level of practice, 11(55%) had good level of practice and 2(10%) had excellent level of practice whereas in lecture cum demonstration method 0(0%) had poor level of practice, 11(55%) had average level of practice, 8(40%) had good level of practice, and 2(5%)had excellent level of practice. The major findings revealed that both the method of teachings enhanced the practice of the B.Sc. nursing students on bag technique⁹.

METHODOLOGY:

Research Approach: An evaluative approach-Quasi Experimental study

Research Design: One group pretest posttest design.

Sampling Technique: Convenient sampling technique

Sample: First Year B.Sc Nursing Students

Sample Size: 59

Independent Variable: Video Assisted teaching

Dependent Variables: Knowledge & practice

Tool for data collection:

Tools used for data collection were, demographic variables, structured questionnaire used to assess the knowledge on BCLS and checklist was used to assess the BCLS skill and the video on BCLS was used to educate the students to improve the knowledge and practice of BCLS.

Method of Data collection:

Formal permission was obtained from the principal and head of the department. Pretest was conducted using structured knowledge questionnaire and practice checklist. Followed by pretest, video was shown regarding BCLS. Posttest was done on 7^th day using same questionnaire.

The collected data was analyzed using frequency and percentage distribution for describing the demographic variables samples, effectiveness of the video assisted teaching strategy was evaluated by computing the Paired “t” test. Chi-square test was used to find out the associate between the knowledge and practice with selected demographic variables and pearson’s correlation co-efficient was used to find the relationship between knowledge and practice.

RESULTS:

Demographic Characteristics:

In present study, 68% of the students were between the age of 17-18 years and 32% of the students were between the age of 19-20 years. Regarding gender, 66% of the participants were females and 34% of the participants were males. With regard to educational qualification of the students, 63% of the participants had completed 12^th standard and 37% of the participants had completed other degrees. 64% of the participants had English as the medium of instruction and 34% of the participants had Tamil as the medium of instruction. Regarding the educational background of the Fathers, 34% of the Fathers had completed higher secondary education, 27% of the fathers were graduates and 15% of the fathers had no formal education. Regarding the educational background of the Mothers, 22% of the mothers had completed higher secondary education, 29% of the mothers had completed secondary education, 29% of the mothers were graduates and 12% of the mothers had no formal education. Regarding, occupational status of the parents, 48% of the fathers were farmers and 59% of the mothers were home makers. Regarding awareness of BCLS, 69% of the participants did not hear about BCLS.

Table 1: Frequency and Percentage Distribution of Nursing students based on pre-test and post-test level of knowledge and Practice: (N=59):

	Level of Knowledge				Level of Practice
	Pre- Test		Post-Test		Pre- Test		Post-Test
	F	%	F	%	F	%	F	%
Adequate	23	39	38	64.4	9	15	39	66
Moderately Adequate	32	54	19	32.2	21	36	20	34
Inadequate	4	7	2	3.4	29	49	0	0

Table 1 depicts that 39% had adequate knowledge, 54% of the participants had moderately adequate knowledge and 7% had inadequate knowledge whereas in posttest, 66% of the participants had adequate knowledge, 34% of the participants had moderately adequate knowledge.

Table 2: Mean, Standard Deviation and paired t-test value of students knowledge on BCLS:

Assessment	Mean	SD	Paired t- test
Pretest	15.1	4.2	t-value 4.786* (p 0.0001)
Posttest	18.5	4
Enhancement	3.4	0.2

*Significant # - Non significant

Table 2 shows the mean post test knowledge score of 18.5±4 is higher than the mean pretest knowledge score 15.1±4.2 with statistically significant paired t-value of 4.786. Hence the research hypothesis H₁was accepted.

Table 3: Mean, Standard Deviation and paired t-test value of students level of practice on BCLS:

Assessment	Mean	SD	Paired t- test
Pretest	16.220	2.760	t- value 4.9016 P <0.0001
Posttest	18.576	2.4509
Enhancement	2.356	0.31

0.05 level of significance (*Significant # - Non significant)

Table 3 represents the mean post test practice score of 18.576±2.4509 is higher than the mean pretest knowledge score 16.22±2.76 with statistically significant paired t-value of 4.9016. Hence the research hypothesis H₂was accepted.

Table 4: Correlation between Knowledge and Practice Regarding BCLS:

Variable

r-value

p-value

Knowledge

0.88

P = 0.0001*

Practice

0.05 level of significance (*Significant # - Non significant)

Table 4 reveals that there is a positive correlation found between knowledge and practice.

Table 5: Association between the level of knowledge and selected demographic variables on Basic Cardiac Life Support:\

S. No	variables	Chi-square	df	p-value
1.	Age
	a.17-18	0.2185	1	0.6407^#
	b.19-20
2.	Gender
	a. Male	10.683	1	0.001*
	b. Female
3.	Educational qualification
	a. HSC	8.26	1	0.0047*
	b. Degree
4.	Medium of Instruction
	a. Tamil	3.25	1	0.0833^#
	b. English
5	Father’s Education
	a. No formal	15.23	4	0.0047*
	b. SSLC
	c. HSC
	d. Graduate
	e. Post graduate
6.	Mother’s Education
	a.No formal	12.09	4	0.0174*
	b.SSLC
	c.HSC
	d.Graduate
	e.Post graduate
7.	Father’s Occupation
	a.Farmer	5.14	3	0.1718^#
	b.Private
	c.Government
	d.Self Employment
8.	Mother’s Occupation
	a.Farmer	7.44	4	0.1359^#
	b.Private
	c.Government
	d.Self Employment
	e.Homemakers
9.	Awareness of BCLS before joining nursing
	a.Yes	4.05	1	0.045*
	b.No

0.05 level of significance (*Significant # - Non significant)

Table 5 reveals the association of socio demographic variables with knowledge such as gender, educational qualification, Father’s education, Mother’s education, awareness of BCLS are statistically significant.

CONCLUSION:

The present study concluded that majority of the first year students have moderate level of knowledge and skill regarding BCLS. Hence it is important to conduct classes regarding BCLS and OSCE/OSPE on BCLS for nursing students thereby knowledge and skill on BCLS can be improved.

CONFLICTS OF INTEREST:

Nil.

LIMITATION:

Sample size was limited to 59.

REFERENCE:

1. Tarangini Maurya, et al. A Study to Assess the Knowledge and Practice Regarding Cardiopulmonary Resuscitation Among Nursing Students of Agra, Uttarpradesh. Journal of Advanced Zoology. Nov 6, 2023.

2. Jenna Alvich. Highlights from AHA Heart and Stroke Statistics 2022 Update. March 24, 2022

3. Sudhir Kumar Khuntia, Akanksha Tiwari et al. International Journal of Creative Research Thoughts. 2024; 12(2): 108-123.

4. Buck Barrett, Squire, Perkins. The use of basic life support skills by hospital staff; what Skills should be taught. National Library of Medicine. 2004 Jan; 60(1): 39-44.

5. Goswami R, Kanika, Sembian N. Effectiveness of Training Program on Knowledge and Practices Regarding Basic Life Support (BLS) Among Nursing Students. Int J Clin Anesthesiol. 2015; 3(2): 1046.

6. Selmin Kose et al. The effectiveness of basic life support training on nursing students’ knowledge and basic life support practices: a non-randomized quasi-experimental study. African Health Sciences. 2019; 19(2).

7. K. Tamizharasi. Effectiveness of Video assisted teaching programme (VATP) on Neonatal resuscitation for the Nurses working in rural Salem, Tamil Nadu. Asian Journal of Nursing Education and Research. 2012; 2(1).

8. Binu Xavier. A Study to Assess the Effectiveness of Video Assisted Teaching Module regarding Central Venous Catheter Related Blood Stream Infections and its Prevention on Knowledge of Staff Nurses Working in ICU. Asian Journal of Nursing Education and Research. 2013; 3(2).

9. Ritika Rocque, et. al. A Comparative Study to assess the effectiveness of video assisted Teaching Vs Lecture cum Demonstration Methods of Teaching on Bag Technique among B.Sc Nursing Students from Selected Nursing College. Asian Journal of Nursing Education and Research. 2019; 9(2).

Received on 04.09.2025 Revised on 02.10.2025

Accepted on 24.10.2025 Published on 23.02.2026

Available online from February 28, 2026

Int. J. of Advances in Nursing Management. 2026;14(1):13-16.

DOI: 10.52711/2454-2652.2026.00003

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