A quasi-experimental evaluation of simulation-based versus video-assisted training on ACLS knowledge and skills among emergency nurses

Abstract

This study emphasizes the importance of effective ACLS training for emergency nurses, particularly in managing pregnant patients, to improve outcomes and reduce maternal mortality. It aligns with SDG 3 (health and well-being) and SDG 4 (quality education), highlighting the global relevance of enhancing clinical skills through targeted education. The primary aim of this study is to assess the effectiveness of simulation-based education compared to video-assisted learning in enhancing emergency nurses’ clinical skills and knowledge of ACLS in the care of pregnant women. Using a randomized, experimental, pretest-posttest design, emergency nurses at a governmental setting in Saudi Arabia were randomly assigned to one of two groups. Each group received training on the resuscitation of pregnant women, utilizing either simulation-based or video-assisted education. Cognitive knowledge and clinical performance were measured before and after the intervention using validated questionnaires and an observational checklist. The results showed that both educational methods led to improvements in cognitive learning and skill scores. However, the mean increases in both scores after the intervention were significantly greater in the simulation group compared to the video-assisted education group (P < 0.01). Training nurses and midwives in cardiopulmonary resuscitation for pregnant women using a simulator proved to be more effective in enhancing their cognitive learning and clinical skills. Therefore, simulation-based training can be recommended for the initial and ongoing education of healthcare providers.