Low-cost home-based basic life support skills training using a homemade manikin among undergraduate nursing students

Limited access to simulation equipment has highlighted the need for accessible and cost-effective alternatives for teaching psychomotor skills such as Basic Life Support (BLS) in nursing education. To evaluate the effectiveness of e-learning–supported BLS training using a low-cost homemade manikin on undergraduate nursing students’ knowledge, observable procedural performance, and short-term retention. A quasi-experimental pre-test–post-test study with a one-month follow-up. The study was conducted with 148 undergraduate nursing students. Participants received theoretical BLS training through e-learning and practiced skills using a homemade manikin. Knowledge levels were assessed before training, immediately after training, and one month later using a structured knowledge test. Observable procedural performance was evaluated based on standardized performance criteria immediately after training and at one-month follow-up by two blinded expert evaluators (κ: 1.00). Data were analyzed using Friedman and Wilcoxon tests, with effect sizes reported. Students’ knowledge scores increased significantly after the training. The mean knowledge score improved from 5.08 ± 1.96 before training to 7.99 ± 1.56 immediately after training (Z = − 9.548, p < 0.001). At one-month follow-up, the mean score remained significantly higher than baseline (7.40 ± 1.63; Z = − 3.382, p = 0.001), indicating retention of knowledge over time. Observable procedural performance scores were high immediately after training (16.54 ± 2.90) and showed a slight but significant decrease at one-month follow-up (15.62 ± 3.15; Z = − 4.594, p < 0.001), while remaining at a satisfactory performance level. BLS training supported by a low-cost homemade manikin appears to be an effective and accessible educational strategy for improving and sustaining theoretical knowledge and observable procedural performance. This approach may serve as a practical alternative in resource-limited settings and contribute to reducing inequalities in skills-based nursing education. Not applicable. Low-cost homemade manikin improves basic life support (BLS) knowledge and skills of nursing students. E-learning combined with hands-on practice increases skill acquisition and retention. Significant improvements with medium-to-large effect sizes were observed. Observable procedural performance decreased slightly but remained at a satisfactory level. Model supports equitable, accessible and scalable nursing education.