Introduction Cardiac arrest remains a leading cause of sudden mortality worldwide, and survival is highly dependent on the timely initiation of cardiopulmonary resuscitation (CPR) and Basic Life Support (BLS). Nursing students often demonstrate inadequate baseline knowledge and psychomotor skills, highlighting the need for structured educational interventions. Objective This study aimed to evaluate changes in CPR knowledge and practical skills among undergraduate nursing students following participation in a structured BLS training program. Methods A quasi-experimental one-group pretest–posttest design was conducted among 56 third-year nursing students during the 2024–2025 academic year. Data were collected using a structured knowledge questionnaire and an observational skills checklist based on American Heart Association guidelines. Paired-sample t-tests were used to compare pre- and post-intervention outcomes. Results Significant improvements were observed in both knowledge and practical skills following the training program. Mean knowledge scores increased from 42.18 ± 3.01 to 87.64 ± 3.22, while mean skill scores improved from 35.12 ± 4.26 to 88.21 ± 3.67 (p < .001). These findings indicate substantial within-group changes over time. Conclusion Participation in the BLS training program was associated with improved CPR knowledge and skills among nursing students. However, due to the quasi-experimental design and absence of a control group, causal inferences cannot be established. Further controlled and longitudinal studies are recommended to evaluate long-term effectiveness and skill retention.
Awad et al. (Wed,) studied this question.