Guided Practice and Hybrid-Based Instructional Methods on Learning Outcomes in Basic Life Support Concept among Nursing Students in the South-Western Nigeria

Abstract

Basic Life Support (BLS), a concept in Nursing School curriculum is an important requirement for the registration of person as a nurse. This is because it is an activity that involves demonstration of life-saving skill in situations where a person is having cardiopulmonary arrest. This skill if not performed well within a very short time could lead to death of the victim. Previous studies on BLS focused on nursing theoretical knowledge but little on their ability to demonstrate BLS. Also, activity-based approach such as Guided Practice Instructional method (GPIM) and Hybrid-based instructional Method have not been used in the teaching of BLS. Therefore, this study investigated effect of GPIM and HBIM on nursing student’s knowledge, attitudes and demonstration of BLS in the South-West Nigeria. The moderating effect of Technology Self-Efficacy (TSE) and gender were examined.
The Carl Roger’s Experiential Learning Theory provided the framework, while the pretest-posttest control group quasi-experimental design of 3x2x2 factorial matrix was adopted. The multi-stage sampling procedure was used. The treatment lasted 10 weeks. Data were analysed using descriptive statistics Analysis of Covariance at 0.05 levels of significance. There were significant main effects of treatment (F(2;163)=14.16; partial 2=0.08) but not on attitude on BLS. The GPIM group obtained the highest mean score on knowledge (16.40) followed by HbIM (16.33) and the control (11.92) groups. The HbIM group obtained higher mean score in demonstration (14.37) than GPIM (13.40) and the control (10.14) groups. There was a significant main effect of TSE on demonstration (F(1;168)=71.05’ partial 2=0.30) but not on knowledge and attitude. The participants with high TSE obtained a higher mean score in demonstration (16.13) than those with low TSE (9.15). There was no significant main effect of gender on knowledge, attitude and demonstration.
Guided Practice and Hybrid-based instructional methods enhanced public nursing students learning outcomes in Basic Life Support in South-West Nigeria. It was recommended that Nurse Tutor should adopt these methods in teaching nursing students.