Acls Intro

BAREILLY INTERNATIONAL
UNIVERSITY, BAREILLY
Effectiveness of structured teaching

programme regarding Advanced cardiac life
support among nursing students at selected
nursing college, Bareilly, UP
By
Divya Nair
Thesis submitted to
the Bareilly International University, Bareilly for the
partial fulfillment of the requirements for the Degree of
MASTER OF SCIENCE IN
NURSING
(Medical Surgical Nursing)
(2020-2022)
ROHILKHAND COLLEGE OF NURSING

Rohilkhand college of Nursing
CERTIFICATE BY THE SUPERVISOR
This is to certify that the research work entitled ‘Effectiveness of structured teaching
programme on knowledge regarding Advanced cardiac life support among nursing
students at selected Nursing college , Bareilly, UP’ which is being submitted as a thesis for
Master of science (Nursing) Examination, 2022 of Bareilly International University, Bareilly, has
been carried out by Divya Nair under our direct supervision and guidance & is being submitted
as a part of partial fulfillment of requirements for the degree of M.Sc. Nursing he has worked in
the department independently under our guidance. The technique and methodology embodied in
this thesis has been undertaken by the candidate herself/Himself and observations recorded were
periodically checked and verified by us.
SUPERVISOR
Signature :
Mr. Manoj Kumar Sharma
Asst. Professor

DECLARATION BY THE CANDIDATE
I hereby declare that this thesis entitled ‘Effectiveness of structured teaching programme on
knowledge regarding Advanced cardiac life support among nursing students at selected
Nursing college , Bareilly, UP’ is a bonafide and genuine research work carried out by me
under the supervision of Mr. Manoj Kumar Sharma, Rohilkhand college of Nursing, Bareilly,
U. P. for partial fulfilment of the regulations for the award of the degree of Master of science in
Nursing.
Date: Signature of the Candidate :
Place: (Divya Nair)

ACKNOWLEDGEMENT
“The beginning of all wisdom is acknowledgement of facts”
The pursuit of higher education is always a challenge and demanding process. All my efforts to
carry out this study would not have been successful or the goal was unattainable without the
constructive and purposeful support, guidance and encouragement offered by a number of people
whose help, I would like to recognize through this acknowledgement.
While my words are few, my appreciation are unmeasured.
To God, are all the glory, praise and thanks giving whose abiding grace made this study a
possibility. I express my deep sense of gratitude to the Almighty God for the abiding grace and
blessing, which give me strength for the success of this project.
I express my gratitude to Prof. Priyanka A. Masih Principal, Rohilkhand College of Nursing,
for facilitating permission, extending facilities, support and consistent help throughout the
research project.
The present research study was completed under the expert and excellent guidance and direction
of Mr. Manoj Kumar Sharma, Asst. Prof. Rohilkhand College of Nursing. I expressed my
deep sense of gratitude and heartfelt thanks to my guide for his constant guidance, inspiration,
sustained patience, motivation and valuable suggestion in the conception, planning and execution
of study. My demands on his valuable time and energy were excessive, but he has been always
kind enough to be available for discussion and guidance, without his untiring efforts,
indispensable guidance and constant vigilance and motivation, it would have been nearly
impossible to succeed this research project. I pay my regards to him for giving the privilege of
being student researcher.
I also express my deep gratitude to the entire Masters of Nursing Research guides Mrs.
Priyanka A. Masih, Mrs. Anita P., Mr. Vella Durai, Mr. Manoj Kumar Sharma, Mrs.
Lithoigambi, Mrs. Kavita Sharma, Mrs. Renuka Peter, Mrs Preeti, Mr. Mukesh Singh,
Mr. Tarun Dhyani, Mr. Sachin Yadav, Ms. Pooja Baghari and all the teaching and non
teaching staff members of Rohilkhand College of Nursing.
A word of thanks to Miss. Sunita Rathore for English editing the content well within the time.
I also record my respect and sincere thanks to Ms. Shweta, Librarian of Rohilkhand College of
Nursing for issuing books and cooperation. Also a great thanks for the computer operators of the
college.
An expression of deep warmth and sincere thanks to my beloved Parents Mr. Chandra
Shekharan and Mrs. Vimla Nair for their tireless inspiration, moral boost, love and prayer
which helped me fulfill my dreams. Also sincere thanks to my husband Mr. Himanshu Rathore
for his encouragement and continuous support.
Heartfelt thanks to my beloved friends and other classmates for all the benefits which I derived
for their interaction and goodwill. I acknowledge my sincere gratitude and appreciation for all
those who had contributed their contribution in this volume.
Signature of the candidate:
(Divya Nair)
LIST OF ABBREVIATIONS
% - Percentage
X2 - Chi square
SD - Standard Deviation
df - Degree of freedom
H - Hypothesis
& - And
ECG - Electrocardiography
ACLS - Advanced cardiac life support
STP - Structured teaching programme
BLS - Basic life support
CPR - Cardio pulmonary resuscitation

ABSTRACT
BACKGROUND OF THE STUDY: In sudden death situations prompt and high quality
Advanced cardiac life support is vital for patient survival. This can only be achieved by ensuring
that nursing students, staff nurses and by extension, other health care professionals acquire the
requisite Advanced cardiac life support knowledge and skills through training.
OBJECTIVES :
1) To assess the pretest and posttest knowledge score regarding Advanced cardiac life
support among nursing students in experimental group and control group.
2) To compare the effectiveness of structured teaching programme regarding Advanced
cardiac life support among nursing students in experimental group and control group
3) To find out the association between pretest knowledge score of nursing students
regarding Advanced cardiac life support with their selected demographic variables in
experimental group.
METHODS: The study was conducted on 60 nursing students at Rohilkhand College of
Nursing, Bareilly. Quantitative research approach was considered. True experimental design is
adopted with pretest posttest control group design. Probability sampling, simple random
sampling technique was used to select the samples. The instrument used for data collection was a
knowledge questionnaire regarding Advanced cardiac life support.
RESULTS: In control group 10 (33.33%) of the samples were in age group 20-21 yr, 10
(33.33%) were in age group 22-23 yr, 5 (16.7%) were in age group 24-25 yr and 5 (16.7%)were
in >25yrs of age group. 8 (26.66%) of the samples were males and 22 (73.33%) were females.
As regard to professional qualification 15 (50%) samples were B.Sc Nursing IVth yr students
and, 15 (50%) were GNM IIIrd yr students. As regard to living area maximum 18 (60%) of
samples were living in urban area and 12 (40%) were living in rural area. According to the
source of information regarding Advanced cardiac life support 10 (33.33%) of samples gain
knowledge from Classroom, 15 (50%) gain knowledge from other Internet, 2 (7.3%) gain
knowledge from health workers and 3 (10%) gain knowledge from other sources. As regard to
previous experience 5 (16.7%) of samples had witnessed Advanced cardiac life support and 25
(83.33%) samples had not witnessed Advanced cardiac life support in their previous experience.
Whereas in experimental group 15 (50%) of the samples were in age group 20-21 yr, 10
(33.33%) were in age group 22-23 yr, 5 (16.7%) were in age group 24-25 yr. 10 (33.33%) of the
samples were males and 20 (66.7%) were females. As regard to professional qualification 15
(50%) samples were B.Sc Nursing IVth yr students and, 15 (50%) were GNM IIIrd yr students.
As regard to living area maximum 20 (66.7%) of samples were living in urban area and 10
(33.33%) were living in rural area. According to the source of information regarding Advanced
cardiac life support 12 (40%) of samples gain knowledge from Classroom, 15 (50%) gain
knowledge from other Internet, 1 (3.33%) gain knowledge from health workers and 2 (7.3%)
gain knowledge from other sources. As regard to previous experience 2 (6.66%) of samples had
witnessed Advanced cardiac life support and 28(93.33%) samples had not witnessed Advanced
cardiac life support in their previous experience.

The analysis of pretest knowledge score of nursing students in experimental group, revealed that
20(66.6%) had inadequate knowledge, 6(20%) had moderate and 4(13.3%) had adequate
knowledge regarding Advanced cardiac life support. Whereas the posttest knowledge score of
nursing students in experimental group, revealed that 2(6.66%) had inadequate knowledge,
4(13.3%) had moderate and 24(80%) had adequate knowledge regarding Advanced cardiac life
support. The analysis of pretest knowledge score of nursing students in control group, revealed
that 22(73.3%) had inadequate knowledge, 6(19.9%) had moderate and 2(6.6%) had adequate
knowledge regarding Advanced cardiac life support. Whereas the posttest knowledge score of
nursing students in control group, revealed that 18(59.9%) had inadequate knowledge, 8(26.6%)
had moderate and 4(13.3%) had adequate knowledge regarding Advanced cardiac life support.
When comparing the posttest knowledge score of nursing students between the experimental and
control group, the posttest mean score in the experimental group was 22.3 with S.D =4.83 and
the posttest mean score in the control group was 10.8 with S.D =6.2. The calculated unpaired t‟
value of t =8.04 was found to be statistically significant at p<0.05 level. This clearly indicates
that there was a significant difference between posttest knowledge score of experimental and
control group. The demographic variables of the samples statistically had no significant
association with pretest knowledge score at p<0.05.
CONCLUSION: Structured teaching programme was effective in improving knowledge level
of nursing students regarding Advanced cardiac life support.
KEYWORDS: Effectiveness, structured teaching programme, Knowledge, Advanced cardiac
life support, Nursing students, hospital.

TABLE OF CONTENTS
S.No. Chapter Content Page no.
1 Introduction • Introduction
• Need for the study
• Title of the topic
• Objectives
• Operational definition
• Hypothesis
• Assumptions
• Delimitations
• Conceptual framework
2 Review of literature • Review of literature related to knowledge
regarding Advanced cardiac life support
• Review of literature related to the effectiveness
of structured teaching programme on knowledge
3 Research Methodology • Introduction
• Research approach
• Research design
• Variables
• Setting of the study
• Sample and sampling technique
• Sampling criteria
• Data collection tools and technique
• Development and validation of structured
teaching programme
• Ethical consideration
• Pilot study
• Process of data collection
• Plan for data analysis and interpretation
• Summary
4 Data analysis and • Description of demographic variables of the
interpretation Nursing students in experimental and control
group.
• Assessment of pretest and posttest knowledge
score regarding Advanced cardiac life support
among Nursing students in experimental and
control group.
• Comparison of pretest and posttest knowledge
score regarding Advanced cardiac life support
among Nursing students in experimental and
control group.
• Association of pretest knowledge score of
Nursing students regarding Advanced cardiac
life support with their selected demographic
variables in the experimental group.
• Summary
5 Discussion • Discussion
6 Summary, conclusion, • Summary

implications, limitations • Conclusion
and recommendations • Implications
• Limitations
• Recommendations
7 Bibliography • Bibliography
8 Annexure • Annexure
LIST OF TABLES
TABLE NO. TITLE PAGE NO.
1 Schematic representation of research design
2 Blueprint of self structured knowledge questionnaire
3 Marking criteria of self structured knowledge questionnaire
4 Frequency and percentage distribution of demographic

variables of nursing students in experimental ad control group
5 Frequency and percentage distribution of pretest and posttest
knowledge score regarding Advanced cardiac life support
among nursing students in experimental group
6 Frequency and percentage distribution of pretest and posttest
knowledge score regarding Advanced cardiac life support
among nursing students in control group
7 Comparison of pretest and posttest knowledge score among
nursing students regarding Advanced cardiac life support in
experimental group
8 Comparison of pretest and posttest knowledge score among
nursing students regarding Advanced cardiac life support in
control group
9 Comparison of posttest knowledge score regarding Advanced
cardiac life support among nursing students between
experimental and control group
10 Association of pretest knowledge score of nursing students
regarding Advanced cardiac life support with their selected
demographic variables in experimental group
LIST OF FIGURES
FIGURE NO. TITLE PAGE NO.
1 Conceptual framework of the study
2 Schematic representation of the research methodology
3 Graph showing percentage wise distribution of nursing

students according to their age
students according to their gender
students according to their professional qualification
students according to their living area
students according to the source of information regarding
Advanced cardiac life support
students according to the previous experience regarding
9 Graph showing level of knowledge score regarding Advanced
cardiac life support in experimental and control group
LIST OF ANNEXURES
S. NO. TITLE PAGE NO.
1 Letter seeking permission for conducting the pilot study
2 Letter seeking permission for conducting the main study
3 Letter seeking expert opinion for content validity of tool used for the
study
4 Evaluation criteria checklist
5 Certificate of content validity
6 Blueprint of structured knowledge questionnaire
7 Tools section A,B,C
8 Consent form
9 Master data sheet
10 List of formulas
CHAPTER -I
INTRODUCTION
INTRODUCTION
Life is a most precious one for each individual, saving life of a person is noble thing in the entire
world, now a day most of the death occurs due to the improper management of client, especially
in the emergency situation. As a nurse we need a specialized knowledge in the emergency
management.18
Advanced cardiac life support refers to a set of clinical intervention for urgent treatment of
cardiac arrest and other life threatening medical emergencies, as well as the knowledge and skills
to deploy that intervention. Extensive medical knowledge and rigorous hands on training and
practices are required to master Advanced cardiac life support. Only qualified health care
providers (eg:-physicians, physician's assistants, nurse, respiratory therapists and other special
trained health care providers) can provide Advanced cardiac life support . As it requires the
ability to manage the patients air way, initiate IV access, read and interpret ECG and understand
emergency pharmacology.21
Advance cardiovascular life support is a level of medical care which is used for clients with life
threatening illness. Death can occur at any time due to causes like stroke, poisoning, accidents,
suicide, injury, medication error, shock and cardiac arrest. Among these, cardiac arrest deaths
remain major cause of mortality. Therefore, one of the measures to improve survival is by
introducing the concept of “chain of survival”. The elements of the chain of survival include
recognition of early warning signs, activation of the emergency medical system, basic
cardiopulmonary resuscitation, defibrillation, intubation and intravenous delivery of medications.
Advance cardiac life support (ACLS) refers to a set of clinical interventions for the urgent
treatment of cardiac arrest and other life threatening medical emergencies. Extensive medical
knowledge and rigorous hands-on training and practice are required to master Advanced cardiac
life support. Only qualified health care providers, physicians, paramedics, nurses, respiratory
therapists, pharmacists, and other specially trained health care providers can provide Advanced
cardiac life support, as it requires the ability to manage the patient’s airway, initiate IV access,
read and interpret electrocardiograms, and understand emergency pharmacology. Therefore,
training program on Advanced cardiac life support is required for staff nurses, to gain knowledge
and improve skill.2
Cardio Pulmonary Resuscitation has been divided into basic cardiac life support and Advanced
cardiac life support because most of the cardio pulmonary arrests occur outside the hospitals and
the people who initiate the resuscitation measures in these scenarios are not paramedical or
medical personnel. Basic cardiac life support (BCLS), which is usually taught to general
population who are the first responders who initiate the resuscitation, measures. So the
researcher felt that to know the ability of students to give first aid and Cardio Pulmonary
Resuscitation, to assess the coverage of first aid and Cardio Pulmonary Resuscitation training
among students in all occupational categories. Basic life support (BLS) refers to maintaining
airway and supporting breathing as well as circulation. BLS comprises of the following
elements: initial assessment, airway maintenance, expired air ventilation (rescue breathing;
mouth-to-mouth ventilation) and chest compression. The combination of all the above is termed
as cardiopulmonary resuscitation (CPR).17
Cardiopulmonary resuscitation is one of the major achievements in modern medicine. Among all
organs brain withstands hypoxia the least. So within 15-30 seconds of cardiac arrest the person
becomes unconscious and within 4 minutes brain gets irreversibly damaged. The priority in
resuscitation is to get some oxygen to the brain. This stresses the importance that any
resuscitation has to be done in 4 minutes to have a cognitive existence. After 4 minutes brain is
already damaged and victim will have vegetative existence without higher 5function and will be
a burden on the family with economic strain.21
Cardio pulmonary resuscitation and defibrillation are the central treatment of modalities of
cardiac arrest in the current practice. Modern CPR has been divided into basic life support (BLS)
and Advanced cardiac life support (Advanced cardiac life support). BLS includes airway control,
rescue breathing and external chest compression.17
In medical emergencies, it is critical for Advanced cardiac life support (Advanced cardiac life
support) to be administered at the right time as it aids in saving the lives of the patients involved.
In the modern times, medical professionals and health care studies should have Advanced
knowledge regarding Advanced cardiac life support and they should remain up to date with any
changes implemented on various protocols as per evidence in medical science. This would
ensure that in addition to equipping them with the proper skills to cope with most of the medical
emergencies, medical facilities would avoid tragic consequences and legal hazards associated
with negligence and improper care.21

NEED FOR THE STUDY
Cardiac arrest is the leading cause of death in United states claiming an estimated 325,000 lives
each year. Cardiac arrest kills 1,000 people a day or one person every two minutes. It is
estimated that 95 percent of victims of cardiac arrest die before they reach a hospital. According
to the Centers for Disease control and Prevention (CDC), deaths from cardiac arrest increased 10
percent (from 2,719 in 1989 to 3,000 in 1996) among people between the ages of 15 to 34 years.
In young women, the death rate from sudden cardiac 4arrest increased 30 percent.4
Cardiac arrest accounts for 80% of deaths in hospitals, and survival rates are not significantly
different from those of pre-hospital cardiac arrests. In a study conducted in a tertiary medical
institution in Korea, the survival rate of cardiac arrest patients in the hospital for 24-h survival
and survival discharge was 23.7 and 6.4%, respectively. These findings may be related to the
healthcare provider’s ability to perform CPR, in addition to the patient’s age and health status.
Nurses are more likely to detect a cardiac arrest early in their care by observing the patient’s
condition and its changes over 24h. Therefore, nurses’ early response is crucial. When a cardiac
arrest occurs in a hospital, Advanced Life Support (ALS), including Basic Life Support (BLS),
monitor use, emergency medication, and Advanced airway maintenance, is performed. During
treatment, the necessity of defibrillation and the drugs to be administered vary depending on the
electrocardiogram (ECG) rhythm.12

Therefore, nurses require Advanced Life Support ALS training. Specifically, nursing students
who will become future nurses are more likely to encounter cardiac arrest patients for the first
time; therefore, training them in Advanced Life Support ALS is essential. In addition, nursing
students should be ready to work without fear when encountering cardiac arrest patients while
working in the hospital after obtaining qualifications. On the basis of above data researcher
decided to conduct study on the same topic.

STATEMENT OF THE PROBLEM
‘A true experimental study to assess the effectiveness of structured teaching programme on
knowledge regarding Advanced cardiac life support among nursing students at Rohilkhand
college of nursing, Bareilly, UP.’
OBJECTIVES
1) To assess the pretest and post test knowledge score regarding Advanced cardiac life
2) To compare the effectiveness of structured teaching programme regarding Advanced
3) To find out the association between pre test knowledge score of nursing students
experimental group.
OPERATIONAL DEFINITION
In this study the following terms refers to-
ASSESS : Evaluating the worth of structured teaching programme on Advanced cardiac life
support among nursing students
EFFECTIVENESS : It refers to the degree to which structured teaching programme will be
successful in improving knowledge of nursing students on Advanced cardiac life support
STRUCTURED TEACHING PROGRAMME :It refers to organized teaching programme
KNOWLEDGE : It refers to information that will be obtained by Nursing students regarding
ADVANCED CARDIAC LIFE SUPPORT : Advanced cardiac life support refers to a group
of procedures and techniques that treat immediately life-threatening conditions.
NURSING STUDENTS : Students studying in B.Sc nursing IVth year and GNM IIIrd year.
HYPOTHESIS
H1: There will be a significant difference between the pretest and posttest knowledge score
regarding Advanced cardiac life support among nursing students in experimental group.
H2: There will be a significant difference between the posttest knowledge score regarding
Advanced cardiac life support among nursing students between experimental group and control
group.
H3: There will be a significant association between pretest knowledge score of nursing students
experimental group.
ASSUMPTIONS
 Nursing Students may have some knowledge regarding Advanced cardiac life support
 The structured teaching programme may enhance the knowledge of nursing students
DELIMITATIONS
The study is limited to the BSc Nursing IVth year and GNM IIIrd year students only.
CONCEPTUAL FRAME WORK
The conceptual framework selected for the study is based on Kenny's Open System Model. All
the living system are open, in this there is continuous exchange of matter, energy and
information. Open system has changing degree of interaction with the environment from which
the system receives input and gives back output in the form of matter, energy and information.
The main concept of open system model are input, throughput, output and feedback. The study
is undertaken to determine the effect of Structured teaching programme regarding Advanced
cardiac life support. 27
INPUT: Input can be matter, energy and information from the environment. In this present
study the environment refers to selected nursing colleges at Bareilly, UP, and input refers to the
collection of demographic variables from the samples such as age, gender, living area,
professional qualification, source of information and previous experience regarding Advanced
cardiac life support.
THROUGHPUT: The matter, energy and information are continuously processed throughput
the system which is also called complex transformation known as throughput process is used for
input. In this present study the throughput refers to pretest and effectiveness of structured
teaching programme regarding Advanced cardiac life support.
OUTPUT: After processing the input and throughput, the system returns to the output matter,
energy and information in an altered state. In the present study significant improvement in the
level of knowledge regarding Advanced cardiac life support in the experimental group and no
significant changes in the control group is output.
FEEDBACK: Feedback gives information about environment response to the system. Output is
utilized by the system in adjustment, correction and accommodation to the interaction with the
environment. In the present study, effectiveness of structured teaching programme regarding
Advanced cardiac life support is considered in calculating mean percentage and testing
hypothesis.
++++++++++++
INPUT THROUGHPUT OUTPUT
DEMOGRAPHIC STRUCTURED POST TEST EXPERIMENTAL

VARIABLES TEACHING GROUP
PROGRAMME ASSESS THE
-AGE REGARDING KNOWLEDGE SIGNIFICANT
PRE TEST EXPERIMENTAL
ADVANCED REGARDING IMPROVEMENT
-GENDER GROUP
ASSESS THE CARDIAC ADVANCED IN KNOWLEDGE
KNOWLEDGE CARDIAC LIFE LEVEL
-LIVING AREA
REGARDING SUPPORT
-PROFESSIONAL ADVANCED AMONG
QUALIFICATION CARDIAC NURSING
LIFE STUDENTS
-SOURCE OF CONTROL
SUPPORT GROUP
INFORMATION
AMONG
-PREVIOUS NURSING NO SIGNIFICANT
EXPERIENCE STUDENTS NO IMPROVEMENT
CONTROL IN KNOWLEDGE
REGARDING INTERVENTION
GROUP LEVEL
ADVANCED
CARDIAC LIFE
SUPPORT
FEEDBACK
Figure 1 : Conceptual framework of the study

CHAPTER II
REVIEW OF
LITERATURE
REVIEW OF LITERATURE
The review of literature for the study has been organized under the following headings:
• Review of literature related to knowledge regarding Advanced cardiac life support
• Review of literature related to the effectiveness of structured teaching programme on
knowledge regarding Advanced cardiac life support
Review of literature related to knowledge regarding Advanced cardiac life support
Pradhan Sona et al, (2019) conducted a descriptive study to assess the knowledge, attitude
and practice on Advanced cardiac life support (Advanced cardiac life support) among the
general duty medical officers in Bhutan. Aim of the study was to assess knowledge, attitude
and practice on Advanced cardiac life support (Advanced cardiac life support) among the
general duty medical officers. 60 samples were selected by random sampling. Data was
collected by interview method. Data was analyzed by descriptive and inferential statistics.
Findings revealed that 86.67% had “good” knowledge on Advanced cardiac life support. Of
this cohort, 23 had received prior Advanced cardiac life support training. Of the interviewed
doctors, 53.00% had “good” attitude towards Advanced cardiac life support. Majority (85%)
agreed that Advanced cardiac life support is a crucial training for all HCPs. The need for
Advanced cardiac life support as a standard certified training requirement was agreed upon
by 56.7%. Among the 60 doctors interviewed, 25.00% reported “good” practice skills
regarding Advanced cardiac life support. Majority reported the ability to create a tight seal
during bag mask ventilation and the ability to open the airway of unconscious patients
(94.7% and 84% respectively). Approximately 57% could perform high quality CPR. Only
16% had performed trans cutaneous pacing for unstable complete heart block. The doctors
who had received prior training in Advanced cardiac life support had better practice skills.
Similarly, doctors working at the regional referral hospitals had better practice. Study
concluded that a mandatory Advanced cardiac life support training with timely recertification
for all relevant healthcare providers is strongly recommended.1
Fahad Musaed et al, (2019) conducted a cross-section observational research study to assess
the knowledge, attitudes and experience of Advanced cardiac life support among the medical
students of Majmaah University in Saudi Arabia. Aim of the study was to measure the
knowledge, attitudes and experience of Advanced cardiac life support among the medical
students. 300 samples selected by random sampling. Data was collected by structured
knowledge questionnaire. Data was analyzed by descriptive and inferential statistics.
Findings reveal that almost half of study sample have poor knowledge of Advanced cardiac
life support practice although many have attended BLS (Basic Life Support) courses or
workshops. The study concluded that despite having positive attitude training, students fails
to answer some of very simple question, which shows their inadequacy in BLS/CPR training.
It also indicates that the overall knowledge of BLS/CPR training among Majmah University
students is not adequate and need significant improvements in order to save lives.2
Ralapanawa DMPUK et al, (2016) conducted a cross sectional survey on the knowledge
and attitudes on Advanced life support among medical students and medical officers at
Faculty of Medicine, University of Peradeniya and Teaching Hospital Peradeniya, Sri Lanka.
Aim of the study was to assess knowledge and attitudes on Advanced life support
among medical students and medical officers 411 samples were selected by random
sampling. Data was collected by structured knowledge questionnaire. Data was analyzed by
descriptive and inferential statistics. Findings reveal that among 411 eligible candidates and
of them 130 (31.6 %) were 4th year medical students, 221 (53.8 %) were final year medical
students and 60 (14.6 %) were medical officers. Of the medical officers, only 15.8 %
indicated that the internship training was adequate to handle an emergency confidently.
Approximately 45 % of the medical officers and 34.6 % of the final year medical students
were confident of saving lives with their current ALS knowledge. However, only 22 % of 4th
year medical students were confident in saving the life of a patient. Study concluded that
overall, just over 10 % of participants demonstrated inadequate ALS knowledge scores. A
significantly higher proportion of final year medical students had good knowledge, compared
to medical officers and 4th year students. Only one-third of participants were confident in
saving a life with their current ALS knowledge. Nearly all participants thought that the ALS
course should be reevaluated frequently.3
Nambiar Madavan et al, (2016) conducted a cross sectional study to evaluate the current
practices and knowledge of BLS/Advanced cardiac life support principles among healthcare
professionals at public and private hospitals and clinics of North Kerala. The aim of the study
samples were selected by random sampling. Data was collected by using self administered
structured questionnaire. Data analysis was done by descriptive and inferential statistics.
Results reveal that 237 samples had scored <50%, 204 had scored 51%-80% and 20 had
scored >80%. Study concluded that health care professionals had inadequate knowledge
regarding BLS/Advanced cardiac life support principles.4
L S Nisha (2011) conducted a descriptive study to assess the knowledge about Cardio
Pulmonary Resuscitation Guidelines among cardiac nurses at Sree Chitra Tirunal Institute for
Medical Science and Technology, Trivandrum. 50 samples selected by Convenient sampling
technique. Data was collected by structured knowledge questionnaire and was analyzed by
descriptive and inferential statistics. Findings reveal that cardiac nurses knowledge on cardio
pulmonary resuscitation is above average (10.56/14). There was no statistically significant
difference in mean knowledge score and age, years of ICU experience and Advanced cardiac
9life support Training programme attendance. Study Concluded based on the findings of the
study Cardiac nurses have average knowledge about cardio pulmonary resuscitation
guidelines.5
Review of literature related to the effectiveness of structured teaching programme on
knowledge regarding Advanced cardiac life support
Kumar Ramesh et al, (2022) conducted a quasi experimental study to assess effectiveness of
training Advanced cardiovascular life support among nurses at Dr. Ruth K.M Pfau Civil
Hospital, Karachi. Aim of the study was to assess the effectiveness of training regarding
Advanced cardiovascular life support among nurses. Using PASS version 11.0 with
proportion formula, calculated sample size was 180 nurses. Data was collected by structured
knowledge questionnaire. Data was analyzed by SPSS version 21. Findings reveal that the
pre mean of Advanced cardiac life support score was 19.28±5.29. While, after training mean
score of Advanced cardiac life support score was 22.38±4.0. It is also statistically significant
(p<0.001). Study concluded that successful resuscitation in patients with cardiac emergencies
necessitates early credit of condition, prompt activation of responders, timely and effective
basic life support and timed defibrillation when needed. Formal basic life support and
Advanced cardiovascular life support trainings are essential for nurses to enhance their skills
that lead to improve victim survival after cardiopulmonary resuscitation.6
Kaur Ramanpreet et al, (2021) conducted a Pre-Experimental study to assess the
effectiveness of structured teaching programme on knowledge regarding Cardio Pulmonary
Resuscitation among GNM 2nd year students of Desh Bhagat University School of Nursing,
Mandi Gobindgarh, Punjab. Aim of the study was assess the effectiveness of structured
teaching programme on knowledge regarding Cardio Pulmonary Resuscitation among GNM
2nd year students. 50 samples were selected by non- probability purposive sampling
technique. Data was collected by structured knowledge questionnaire. Data was analyzed by
descriptive and inferential statistics. Findings reveal that as per percentage distribution of
student according to age and gender it was found that Maximum students were in 21yrs
(64%) followed by, in 20yrs (20%) in above 21years (12%) and in 19 yrs (4%) included in
age group. Majority of students were females (82%) and only (18%) were male students. As
per religion and area of residence Most of the students were belongs to Sikh religion (90%),
than (6%) had Hindu and only (4%) had Muslim, Maximum students were living in rural area
(72%) and only (28%) were living in urban area. In post-test maximum number of (70%) the
subjects had good knowledge score followed by subjects who had average knowledge score
(30%) regarding cardio pulmonary resuscitation. The Knowledge score was calculated by ‘t’
test and the value was 3.42 It was concluded that structured teaching programme was
effective as evidence by the results as the difference between pre-test and post-test
knowledge score regarding cardio pulmonary resuscitation.7

Rajamani Sathish et al, (2021) conducted a pre experimental study to assess the
effectiveness of Advanced cardiac life support (Advanced cardiac life support) training in
term of knowledge & practice among B. Sc Nursing final year students at Ved Nursing
College, Panipat. Aim of the study was to assess the effectiveness of Advanced cardiac life
support (Advanced cardiac life support) training in term of knowledge & practice among
B. Sc Nursing final year students. 60 samples were selected by non-probability
convenience sampling technique. Data was collected by structured knowledge
questionnaire and observation check list. Data was analyzed by descriptive and inferential
statistics. Findings reveal that The pre-test mean and standard deviation score regarding
knowledge was 12.47 + 1.171. the post-test mean and standard deviation score regarding
knowledge was 23.40 + 0.807. the paired ‘t’ test score was 60.468 at degree of freedom 59.
Which indicates Advanced cardiac life support training programme was effective in terms
of increasing knowledge of B. Sc (N) final year students. Similarly, regarding practice, the
pre-test practice mean and standard deviation score was 7.50 + 1.050. the post-test practice
mean and standard deviation score was 12.38 + 0.804. the paired ‘t’ test score was 27.934
at degree of freedom 59. Thus study concluded that the Advanced cardiac life support
training programme was effective on improving the practice of B. Sc (N) final year
students regarding Advanced cardiac life support.8
Ravivarman D et al, (2021) conducted a pre experimental study to assess the effectiveness
of structured teaching programme on knowledge regarding Basic life support among first
year undergraduate Nursing students at Vinayaka Mission’s College of Nursing, Karaikal.
Aim of the study was to assess the effectiveness of structured teaching programme on
knowledge regarding Basic life support among first year undergraduate Nursing students. 59
samples were selected by Purposive sampling technique. Data was collected by self
structured knowledge questionnaire. Data was analyzed by descriptive and inferential
statistics. Findings reveal that the Pre-test and posttest knowledge scores revealed that
during pre-test, the mean score 8.6±3.07 (SD) which is 43% of the total mean score, whereas
in post-test, the mean score was 15.13 ± 2.26(SD) which is 75.65% of the total mean score
depicting difference of 32.65% increase in mean percentage of score. The calculated ‘t’ value
24.89 which is higher than the P<0.05, stated that highly significant difference between the
pre-test and post-test. Study concluded that the structured teaching programme was highly
effective to improve the student’s knowledge .9
Sunita Panta et al, (2021) conducted a cross sectional retrospective study to assess the
knowledge regarding basic life support and Advanced cardiac life support after training
among health professionals at Nepalese Army Institute of Health, Nepal. Aim of the study
was to assess the knowledge regarding basic life support and Advanced cardiac life support
among health professionals. 72 samples were selected by random sampling. Data was
collected by questionnaire. Data was analyzed by descriptive and inferential statistics.
Findings revealed Out of 72 participants, the mean pretest score was 5.67 ± 1.91 (56.67%) on
BLS (Total score 10) and 9.06 ± 2.21 (60.37%) on Advanced cardiac life support (Total score
15). Post-test scores for BLS and Advanced cardiac life support were 8.69 ± 1.03 (86.94%)
and 11.43 ± 1.77 (76.20%) respectively. Statistically significant increase in the mean scores
were seen in both BLS [df (71) = -13.532, p < 0.001] and Advanced cardiac life support ([df
(71) = -9.956, p < 0.001] with 95% CI while comparing pretest BLS and Advanced cardiac
life support with posttest BLS and Advanced cardiac life support scores. study concluded that
: Improvement in knowledge was seen amongst participants after the training. This highlights
the importance of such training in imparting knowledge regarding BLS and Advanced cardiac
life support among healthcare personnel.10
Meena K Mahesh et al, (2021) conducted A quasi-experimental, pre-test, post-test control
group research study to assess the effectiveness of educational program on knowledge and
practice regarding Basic and Advanced cardiac life support among nursing officers at
selected hospital, Delhi. Aim of the study was to assess the effectiveness of structured
teaching programme regarding CPR. 200 samples were selected by purposive sampling
technique. Data was collected by structured knowledge questionnaire observational checklist.
Data was analyzed by descriptive and inferential statistics. Findings reveal that majority of
nursing officer (71%) who participated in study were having no experience of any short term
course/In-service education programme on basic life support (BLS) and Advanced cardiac
life support (Advanced cardiac life support ) ,of which (70%) were in experimental and
(73%) were in control group and (27%) who participated in the study were having life
support (BLS) and Advanced cardiac life support (Advanced cardiac life support ),of which ,
(30%) were in experimental and (27%) were in control group. Majority of nursing officer
(83%) who participated in the study were never performed basic life support (BLS) and
Advanced cardiac life support (Advanced cardiac life support), of which (77%) were in
experimental and (87%) were in control group and (17%) who participated in the study were
performed basic life support (BLS) and Advanced cardiac life support (Advanced cardiac
life support ) of which (23%) were in experimental and (13%) were in control group. Thus
study concluded that educational program was effective in improving knowledge and practice
regarding basic and Advanced cardiac life support among nursing officers11
Jang Kyeongmin et al, (2021) conducted an experimental study using a randomized control
group design to assess the effectiveness of self-re-learning using video recordings of
Advanced life support knowledge, self-efficacy, and skills performance among nursing
students at selected nursing University, Republic of Korea. Aim of the study was to assess the
effectiveness of self-re-learning using video recordings of Advanced life support knowledge,
self-efficacy, and skills performance. 50 samples selected by random sampling. Data was
collected by structured knowledge questionnaire and observational checklist. Data was
analyzed by SPSS version 24. Findings reveal that six months after the ALS training,
knowledge scores decreased significantly in both groups (p<0.001). Self efficacy decreased
by about 3 points from 50.55 to 47.18 in the experimental group (p=0.089), while it
decreased by 10 points in the control group, from 50.67 to 39 (p<0.001). The skills
performance decreased from 27.5 to 26.68 in the experimental group, while it decreased
significantly from 27.95 to 16.9 in the control group (p<0.001). study concluded that Self-
study with videos taken during an ALS skills test helps enhance the sustainable effects of
training such as knowledge, self-efficacy, and skills performance.12

Joshi Nisha (2020) conducted a pre experimental one group pre test post test research study
to assess the effectiveness of structured teaching programme on knowledge and skill
regarding basic cardiac life support among nursing students at State College of Nursing,
Dehradun, Uttarakhand. Aim of the study was to assess the effectiveness of structured
teaching programme on knowledge and skill regarding basic cardiac life support among
nursing students. 50 samples were selected by convenience non-probability sampling
technique. Data was collected by self-structured knowledge questionnaire and skill checklist.
Data analysis was done by descriptive and inferential statistics. Findings of the study reveals
that Pretest knowledge scores estimated that 60% having inadequate knowledge, 40% having
moderate knowledge, no one had adequate knowledge and Posttest knowledge scores
estimated that the subjects had adequate knowledge (96%), moderate (4%) and no one had
inadequate knowledge and Pretest skill scores estimated that no one having competent skill
and Posttest skill scores estimated that the all subjects had competent skill regarding basic
cardiac life support. Hence study concluded that the intervention is found to be effective. 13
Gurung Prateeksha et al, (2020) conducted a pre experimental study to assess the
effectiveness of structured teaching programme on knowledge regarding CPR among B.SC.
nursing students at Dayananda college of nursing, Bangalore. Aim of the study was to assess
the effectiveness of structured teaching programme regarding CPR. 30 samples were selected
by random sampling technique. Data was collected by structured knowledge questionnaire.
Data was analyzed by descriptive and inferential statistics. Findings reveal that mean
difference between pre-test and posttest knowledge score was 4.06. Thus study concluded
that structured teaching programme was effective in improving knowledge regarding CPR
among nursing students.14
Joseph Libin (2020) conducted a pre experimental study to assess the effectiveness of
structured teaching programme on knowledge and skill regarding CPR among B.SC. nursing
IV yr students at selected nursing college, Karnataka. Aim of the study was to assess the
effectiveness of structured teaching programme regarding CPR. 60 samples were selected by
purposive sampling technique. Data was collected by structured knowledge questionnaire.
Data was analyzed by descriptive and inferential statistics. Findings reveal that mean pre-test
knowledge score was 16.55 and that of post-test score was 32.47. The mean pretest skill score
was 5.13 and of post test was 7.15. Thus study concluded that structured teaching programme
was effective in improving knowledge and skill regarding CPR among nursing students.15
Kaur Manvirpal et al, (2020) conducted a quasi experimental study to assess the
effectiveness of structured teaching programme regarding Advanced cardiac life support
among nursing students in selected colleges of nursing, Ludhiana, Punjab. Aim of the study
was to assess the effectiveness of structured teaching programme on knowledge regarding
Advanced cardiac life support. 60 samples were selected by convenient sampling. Data was
collected by using questionnaire. Data analysis was done by descriptive and inferential
statistics. Results reveal that the following conclusions were drawn based on the findings of
the study, i.e., in control group mean pre-test knowledge score was 20.90 and in experimental
group mean pre-test knowledge score was 21.60. In control group, mean post-test knowledge
score was 22.46 and in experimental group, mean post-test knowledge score was 32.53. The
difference between the post-test mean knowledge score of students of experimental group
regarding Advanced cardiac life support was found significantly higher than post-test mean
knowledge score of control group at p<0.05 level. Statistically, there was significant effect of
age, area of clinical exposure, and source of information. There was non-significant effect of
habitat, place of clinical exposure, and duration of exposure to Advanced cardiac life support
on nursing student’s knowledge regarding Advanced cardiac life support. Conclusion: From
the findings of the study, the following conclusions were drawn: the knowledge of the
students regarding Advanced cardiac life support was average and good before imparting the
structured teaching programme but after imparting structured teaching programme,
knowledge became good and excellent in experimental group. The post-test mean knowledge
score of students of experimental group was found significantly higher than post-test mean
knowledge score of control group at p<0.05 level. Study concluded that structured teaching
programme was effective.16
Abass I Nagwa et al, (2020) conducted a quasi experimental study to assess the effect of
implementing Advanced cardiac life support guidelines 2016 on knowledge and performance
among nurses at ten selected hospitals, Egypt. Aim of the study was to assess the
effectiveness of Advanced cardiac life support guidelines on knowledge performance among
nurses. 300 samples were selected by convenient sampling technique. Data was collected by
using questionnaire and observation checklist. Data was analyzed by descriptive and
inferential statistics. Results of the study reveals that t test knowledge score was 62.325 and t
test performance score was 55.605. Study concluded that educational programme improves
the knowledge and performance of the nurses regarding Advanced cardiac life support .17
Walia Alka et al, (2020) conducted a quasi experimental study to assess the effectiveness of
training program on knowledge and practices regarding Advanced cardiovascular life support
(Advanced cardiac life support ) among staff nurses in Maharishi Markandeshwer Institute of
Medical Science and Research Hospital, Ambala. Aim of the study was to assess the
effectiveness of training program on knowledge and practices regarding Advanced
cardiovascular life support (Advanced cardiac life support). 36 samples selected by random
sampling. Data was collected by structured knowledge questionnaire and observational
checklist. Data was analyzed by descriptive and inferential statistics. Findings reveal that the
mean 4thpost-test knowledge score (36.36) was significantly (F=322.8, P≤ 0.01) higher than
the mean pre-test knowledge score (18.08), the mean 5thpost-test practice score (52.33) was
significantly (F=1073.9, P≤ 0.01) higher than the mean pre-test practice score (12.97). There
was no correlation between post knowledge with post practice of staff nurses regarding
Advanced cardiac life support (r=0.053, p>0.05). The knowledge and practice of staff nurses
regarding Advanced cardiac life support was not significantly (p≤0.05) associated with
selected variables. Study concluded that training programme was effective.18
G R Kamla et al, (2019) conducted a quasi experimental study to assess the effectiveness of
Basic life support training on knowledge and practice among staff nurses at Basaveshwara
Medical College and Hospital, Chitradurga. Aim of the study was to assess the effectiveness
of Basic life support training on knowledge and practice among staff nurses. 72 samples
selected by simple random sampling technique. Data was collected by structured knowledge
questionnaire and observational checklist. Data was analyzed by descriptive and inferential
statistics. Findings reveal that the mean of first post test knowledge score (15.46) was higher
than the mean of pre test knowledge score (7.22). The mean of second post test knowledge
score (16.21) was higher than the mean of pre test knowledge score (7.22). The mean of post
test practice score (17.68) was higher than the mean of pre test practice score (6.68). Study
concluded that BLS training program was effective in enhancing the knowledge and practices
of nursing staff.19
Joy Aashily et al, (2019) conducted a pre experimental one group pre test post test only
research study to assess the effectiveness of structured teaching programme on knowledge
and practice regarding CPR among policemen at Janamaithri police station at Adoor,
Pathanamthitta Kerala. Aim of the study was to assess the effectiveness of structured teaching
programme on knowledge and practice regarding CPR among policemen. 30 samples were
selected by Random sampling technique. Data was collected by using questionnaire and
observation checklist. Data was analyzed by descriptive and inferential statistics. Results of
the study shows majority of policemen were having poor existing knowledge regarding CPR.
The mean difference between post-test and pre-test knowledge was 9.73 and standard
deviation difference was 2.017. The ‘t’ value obtained was 14.2155 and is significant at the
0.05 level. This implies that the knowledge level had improved after structured teaching
program. Besides, a highly positive correlation also exists between knowledge and practice (r
= 0.86443). The study concluded that the structured teaching program and the demonstration
were effective in increasing the knowledge and practice of policemen.20
Karpurkar S. Kavita et al, (2017) conducted a quasi experimental study to assess the
effectiveness of structured teaching programme on knowledge and knowledge or practices
regarding Advanced cardiovascular life support (Advanced cardiac life support ) among staff
nurses at Krishna hospital, Karad. Aim of the study was to assess the effectiveness of
structured teaching programme regarding Advanced cardiac life support. 59 samples were
selected by purposive random sampling technique. Data was collected by structured
knowledge questionnaire. Data was analyzed by descriptive and inferential statistics.
Findings reveal that mean pre-test knowledge score was 4.49 and post-test was 6.77 and
mean pre-test practice score is 6.30 and post-test was 11.57. Study concluded that structured
teaching programme was effective in improving knowledge and knowledge of practice
regarding Advanced cardiac life support .21
Bingham L. Angela et al, (2015) conducted a experimental study using a randomized
control group design to assess ability to retain Advanced cardiac life support (Advanced
cardiac life support ) knowledge and skills within 120 days of previous high-fidelity
mannequin simulation training among pharmacy students at the Philadelphia College of
Pharmacy. Aim of the study was to assess ability to retain Advanced cardiac life support
(Advanced cardiac life support ) knowledge and skills within 120 days of previous high-
fidelity mannequin simulation training among students. 171 samples selected by random
sampling. Data was collected by structured knowledge questionnaire and observational
checklist. Data was analyzed by descriptive and inferential statistics. Findings reveal that
teams with previous simulation training (n=10) demonstrated numerical superiority to teams
without previous training (n=12) for 6 out of 8 (75%) Advanced cardiac life support skills
observed, including time calculating accurate vasopressor infusion rate (83 sec vs 113
sec; p=0.01). Mannequin survival was 37% higher for teams who had previous simulation
training, but this result was not significant (70% vs 33%; p=0.20). study concluded that teams
with students who had previous simulation training demonstrated numerical superiority in
Advanced cardiac life support knowledge and skill retention within 120 days of previous
training compared to those who had no previous training. Future studies are needed to add to
the current evidence of pharmacy students’ and practicing pharmacists’ Advanced cardiac life
support knowledge and skill retention.22
Mayanlambam Prempati et al, (2015) conducted a quasi experimental study on Knowledge
and Practice Regarding Basic Life Support among Nursing Students at Prakash institute of
Physiotherapy, rehabilitation and allied medical sciences, Greater Noida. Aim of the study
was to assess the effectiveness of PTP on knowledge and skills regarding Basic life
support . 40 samples were selected by Simple random sampling, using lottery method. Data
collection was done by structured questionnaire and observation checklist. Data analysis was
done by descriptive and inferential statistics. Results show that the mean score of pretest
knowledge score of experimental group was 24.65 and post test mean score was 35.5. The
median of pretest and posttest knowledge score of experimental group i.e. 24 and 35
shows difference. The standard deviation of pretest knowledge score was 1.87 shows
difference in comparison to posttest score i.e. 2.27. The T. Value of posttest and posttest
knowledge score was 7.08.The mean difference of posttest practice score of experiment
group and control group was 4.95.The standard deviation difference of posttest practice
score of experiment group and control group was 0.9.The standard error mean difference of
pretest and posttest practice score was 0.14.The T. Value of pretest and posttest practice
score was 5.84.Indicating that level of knowledge and practice of experimental group
increase as compared to control group. Study concluded that PTP given on knowledge and
practice regarding BLS was effective.23
Tubaishat Ahmad et al, (2014) conducted a true experimental study to assess the effect of
simulation on knowledge of Advanced cardiac life support, knowledge retention and
confidence among nursing students at Jordanian government University, Jordan. The aim of
the study was to assess the effect of simulation regarding Advanced cardiac life support. 100
samples were selected by random sampling technique. Data was collected by questionnaire.
Data analysis was done by SPSS version 17. Result of the study reveals that t test knowledge
score between experimental and control group was -6.96, knowledge retention was -5.36 and
confidence level was -21.28. study concluded that simulation was effective in improving
nursing student’s knowledge acquisition, knowledge retention and confidence about
Advanced cardiac life support .24

Dal Umran et al, (2013) conducted a quasi experimental study assess the knowledge and
skills regarding CPR among nursing students at department of Nursing in the Faculty of
Health Sciences of Near East University in North Cyprus. Aim of the study was to determine
the cardiopulmonary resuscitation (CPR) knowledge and skill levels of nursing students in
North Cyprus. 83 samples were selected by convenient sampling technique. Data collection
was done by questionnaire. Data analysis was done by descriptive and inferential statistics.
Results reveal that the average CPR knowledge score of the students was 9.3 ± 2.9 out of 23
before the lecture, this average increased to 17.0 ± 1.8 one month after the CPR lecture and
decreased by two points back to 14.9 ± 3.8 after six months. Skill score of the students one
month after the CPR skills training was 18.4 out of 21, and that this average decreased to 13.8
after six months (p<0.05). study concluded that nursing students tend to forget theoretical and
applied CPR training after couple of months. Hence there is a need for continuous CPR
training and education and repeating the skills at regular intervals.25
Boonmak Polpun et al, (2004) conducted a pre experimental study to assess the knowledge
and skills after brief Advanced cardiac life support training among nurse anesthetists at
Srinagarind hospital, Thailand. 30 samples selected by random sampling. Data was collected
by structured knowledge questionnaire and checklist and was analyzed by descriptive and
inferential statistics. Findings reveal that age of participants averaged 39.33 + 3.14 years and
working experience 10.04 + 3.23 years. The knowledge and skill scores pre- vs post-training
vs three-months-later was 50.32 + 15.24 vs 75.40 + 10.29 (p < 0.001) vs 60.48 + 11.80 (p <
0.001) and 65.00 + 16.07 vs 79.67 + 10.80 (p < 0.001) vs 75.67 + 14.53 (p < 0.001),
respectively. The pre-training vs three-months-post-training skill scores was not statistically
different (p = 0.255). Study concluded that after the brief Advanced cardiac life support
training knowledge and skills were significantly improved, but knowledge was not retained at
the post-training test levels until the 3-month check, albeit skills had persisted. More frequent
Advanced cardiac life support education is necessary.26

CHAPTER III
RESEARCH
METHODOLOGY
METHODOLOGY
INTRODUCTION
Research methodology involves the systematic procedures by which the researcher starts
from initial identification of the problem to its conclusion. The role of methodology consists
of procedure and techniques for conducting the study.
- Sharma ( 1990)
It includes research approach, research design, study setting, sample and sampling technique,
description of the tool, development and validation of tool, data collection procedure and plan
for the data analysis.
RESEARCH APPROACH
Quantitative research approach is used for the study.
RESEARCH DESIGN
True experimental design is adopted with pretest posttest control group design.
Table 1: - Schematic representation of research design
Group Pre-test Intervention Post-test

Experimental group O1 X O2
Control group O1 O2
-
Key: -
 Group: Nursing students
 X: Intervention (Administration of structured teaching programme regarding
Advanced cardiac life support)
 O1: Pre test before the administration of structured teaching programme regarding
Advanced cardiac life support among Nursing students
 O2: Post test after the administration of structured teaching programme regarding
Advanced cardiac life support among Nursing students

Figure 2 : Schematic representation of research methodology
RESEARCH APPROACH
(QUANTITATIVE)
RESEARCH DESIGN
(RANDOMIZED CONTROL TRIAL)
STUDY SETTING
(ROHILKHAND COLLEGE OF NURSING, BAREILLY, UP)
POPULATION
(B.SC NURSING IV YR AND GNM III YR STUDENTS)
SAMPLE SIZE
( 60 SAMPLES)
SAMPLING TECHNIQUE
(SIMPLE RANDOM)
TOOL FOR DATA COLLECTION

(SELF STRUCTURED KNOWLEDGE QUESTIONNAIRE)
VARIABLES
DEPENDENT VARIABLES INDEPENDENT VARIABLES
KNOWLEDGE REGARDING AGE, GENDER, LIVING AREA,

ADVANCED CARDIAC LIFE PROFESSIONAL QUALIFICATION,
DATA ANALYSIS AND
SUPPORT AMONG NURSING SOURCE OF INFORMATION, PREVIOUS
INTERPRETATION
STUDENTS AT SELECTED EXPERIENCE REGARDING ADVANCED
NURSING COLLEGES CARDIAC LIFE SUPPORT
BAREILLY, UP
FINDINGS AND RESULTS
VARIABLES: -
Variables are the attributes or characteristics that have more than one value. These are the
qualities, quantities, properties or characteristics of people, things or situation that change or
vary.
DEMOGRAPHIC VARIABLES: -
The attributes or characteristics of the study subjects are considered as demographic
variables.
Demographic variables of the present study include: age, gender, living area, professional
qualification, source of information, previous experience regarding Advanced cardiac life
support.
INDEPENDENT VARIABLES: -
Variables that are purposely manipulated or changed by the researcher. These are also called
manipulated variables.
In the present study the independent variable is the demographic data /variables.
DEPENDENT VARIABLES: -
Variables that change as the independent variable is manipulated by the researcher, these are
also known as criterion variable. Dependent variables are the outcomes or response due to the
effect of the independent variable, which researcher wants to predict or explains.
In the present study the dependent variable is knowledge regarding Advanced cardiac life
support among Nursing students.
SETTING:
The study setting is the location in which the research is conducted. Setting are more specific
place where the data collection occurs. The current study is conducted at Rohilkhand college
of Nursing, Bareilly, UP.
SAMPLE:
Sample is a part or subset of population selected to participate in a research study. The
sample size in this study is 60 selected by probability sampling; simple random sampling
technique
SAMPLING CRITERIA:
Criterion sampling involves selecting cases that meet some predetermined criterion of
importance.
INCLUSION CRITERIA: -
 Nursing students of B.Sc. Nursing IVth and GNM III rd year
 Nursing students who were willing to participate in the study.
EXCLUSION CRITERIA: -
 Nursing students who were absent at the time of data collection.
DESCRIPTION OF DATA COLLECTION TOOLS: -
A self-structured knowledge questionnaire was prepared by researcher to assess the
knowledge regarding Advanced cardiac life support among Nursing students at selected
nursing Colleges, Bareilly, UP.
The self-structured knowledge questionnaire consists of two sections:
SECTION A: DEMOGRAPHIC DATA
It refers to age, gender, living area, Professional qualification, source of information, previous
experience regarding Advanced cardiac life support.
SECTION B: KNOWLEDGE QUESTIONNAIRE REGARDING
ADVANCED CARDIAC LIFE SUPPORT
Table 2 : Blueprint of Self Structured Knowledge Questionnaire
Part Parameter No. of Percentage

questions
1. Knowledge questionnaire regarding anatomy and 5 16.6
physiology of respiratory and cardiovascular system
2. Knowledge questionnaire regarding cardiac arrest 3 10
3. Knowledge questionnaire regarding concept of BLS and 8 26.6

4. Knowledge questionnaire regarding chest compressions 7 23.3
5. Knowledge questionnaire regarding defibrillation 7 23.3
Table 3 : Marking criteria for the Self Structured Knowledge Questionnaire
Knowledge key Marks
Adequate 21-30 (67-100%)
Moderate 11-20 (34-66.66%)
Inadequate 0-10 (0-33.33%)
Marks criteria measurement
Maximum marks-30
Minimum marks-0
CONTENT VALIDITY OF THE TOOL {STRUCTURED KNOWLEDGE
QUESTIONNAIRE}
Content validity is concerned with the scope of coverage of the content area to be observed.
In order to measure the content validity of the tool in the present study, the tools were given
to five experts. Experts were chosen on the basis of their clinical expertise, experience,
qualification and interest in the problem area.
Experts were requested to judge the items on the basis of their relevance, clarity, feasibility
and organizations of the items. The response column for validating the contents were “not
relevant “, “relevant to some extent”, and “relevant”. There was 95% agreement among
experts who responded to the tools with few suggestions to modify some items in the self-
structured knowledge questionnaire. The tools were found to be valid for conducting the
study.
RELIABILITY OF THE TOOL
Reliability is the degree of consistency and accuracy with an instrument measures the
attribute for which it is designed to measure. The reliability of the research tools was
established by the test retest method. The reliability of tools was found to be 0.9. Hence tools
were found to be highly reliable.
CONTENT VALIDITY OF STRUCTURED TEACHING PROGRAMME
Structured teaching programme based regarding Advanced cardiac life support was prepared
to improve the knowledge of Nursing students.

The structured teaching programme was given to expert for validation. The experts were
professional in Medical Surgical Nursing based on the feedback by the experts the structured
teaching programme was modified.
ETHICAL CONSIDERATION
Permission to conduct the study was taken from competent authorities. The main study was
conducted after the approval of research committee.
1. Information regarding study was given to the authorities as well as subjects.
2. Information consent was obtained from subjects.
3. The anonymity and confidentiality of the participant’s responses were maintained while
reporting the findings of the study.
PILOT STUDY
Pilot study is a small scale version, or trail run done in preparation for a major study.
The tool was administered and checked for the feasibility and appropriateness. The subject
chosen was similar in characteristics. After obtaining formal permission from the Authority
of Keshlata college/school of Nursing, Bareilly, UP pilot study was conducted. The

researcher selected 12 samples (6 in experimental group and 6 in control group) by simple
random sampling technique.
PROCESS OF DATA COLLECTION
Data collection is the process of gathering and measuring information on targeted variables is
an established systematic fashion, which than enables one to answer relevant to question and
evaluate outcomes.
PHASE 1-
Pretest was conducted by using self-structured knowledge questionnaire among nursing
students of experimental and control group
PHASE 2-
Structured teaching programme was administered regarding Advanced cardiac life support
among Nursing students of experimental group.
No intervention was administered in control group.
PHASE 3-
Post test was conducted on 8th day after intervention by using self-structured knowledge
questionnaire among nursing students of experimental and control group.

PLAN FOR DATA ANALYSIS AND INTERPRETATION
Analysis and interpretation is the process by which senses and meaning are made of the data
gathered in research, and by which the emergent knowledge is applied to client problems.
- The collected data was arranged and tabulated to represent the findings of the study. Both
descriptive and inferential statistics was used.
- Frequency, percentage distribution was used to analyze demographic variables.
- Mean and standard deviation was used to analyze the level of assertive behavior.
- Unpaired t test and paired t test was used to find out the effectiveness of structured teaching
programme.
- Chi square test was used to find out the association between post test score and their
selected demographic variables
SUMMARY:
This chapter deals with the methodology adopted for the study. It includes the research
design, approach and description of setting, variables under study, sample, sampling
technique, development and description of tools, pilot study, procedure for data collection
and a plan for data analysis. A detailed description of data obtained from 60 samples and
interpretation was given in chapter IV.

CHAPTER IV
DATA ANALYSIS
AND
INTERPRETATION
DATA ANALYSIS AND INTERPRETATION
This chapter deals with the analysis and interpretation of the data collected from 60 samples
(30 Experimental and 30 Control) at selected Nursing colleges, Bareilly, UP. The data
collected was organized, tabulated and analyzed according to the objectives. The findings
based on the descriptive and inferential statistical analysis are presented under the following
sections.
ORGANIZATION OF DATA
Section A: Description of demographic variables of the Nursing students in experimental and
control group.
Section B: Assessment of pretest and posttest knowledge score regarding Advanced cardiac
life support among Nursing students in experimental and control group.
Section C: Comparison of pretest and posttest knowledge score regarding Advanced cardiac
life support among Nursing students in experimental and control group.
Section D: Association of pretest knowledge score of Nursing students regarding Advanced
cardiac life support with their selected demographic variables in the experimental group.
SECTION A : DESCRIPTION OF DEMOGRAPHIC VARIABLES OF
THE NURSING STUDENTS IN EXPERIMENTAL AND CONTROL
GROUP
Table 4: Frequency and percentage distribution of demographic variables of nursing
students in experimental and control group.
N=60(30+30)
CONTROL GROUP EXPERIMENTAL GROUP

S. DEMOGRAPHIC
NO VARIABLES FREQUENC PERCENTAG FREQUENCY PERCENTAGE
Y (n=30) E (%) (n=30) (%)
AGE(years)
a. 20-21 10 33.33%
15 50%
1 b. 22-23 10 33.33%
10 33.33%
c. 24-25 5 16.7%
5 16.7%
d. >25 5 16.7%
0 0%
GENDER
8 26.66%
2. a. Male 10 33.33%
22 73.33%
b. Female 20 66.7%
3. PROFESSIONAL
QUALIFICATION
a. B.SC Nursing IV
year 15 50% 15
b. GNM III year 50%
15 50%
15 50%
LIVING AREA
4. a. Urban 18 60%
20 66.7%
b. Rural 12 40%
10 33.33%
SOURCE OF
INFORMATION
5. a. Class room 40%

b. Internet 10 33.33% 12 50%
c. Health workers 15 50% 15 3.33%
d. Other sources 2 7.3% 1 7.3%
3 10% 2
PREVIOUS
EXPERIENCE
REGARDING
6. Advanced cardiac life 2 6.66%
support 5 16.7% 28 93.33%
a. Witnessed 25 83.33
b. Not Witnessed
Table 4 depicts that:
CONTROL GROUP :
 10 (33.33%) of the samples were in age group 20-21 yr, 10 (33.33%) were in age
group 22-23 yr, 5 (16.7%) were in age group 24-25 yr and 5 (16.7%)were in >25yrs
of age group.
 8 (26.66%) of the samples were males and 22 (73.33%) were females.
 As regard to professional qualification 15 (50%) samples were B.Sc Nursing IVth yr
students and, 15 (50%) were GNM IIIrd yr students.
 As regard to living area maximum 18 (60%) of samples were living in urban area and
12 (40%) were living in rural area.

 According to the source of information regarding Advanced cardiac life support 10
(33.33%) of samples gain knowledge from Classroom, 15 (50%) gain knowledge
from other Internet, 2 (7.3%) gain knowledge from health workers and 3 (10%) gain
knowledge from other sources.
 As regard to previous experience 5 (16.7%) of samples had witnessed Advanced
cardiac life support and 25 (83.33%) samples had not witnessed Advanced cardiac
life support in their previous experience.
EXPERIMENTAL GROUP :
 15 (50%) of the samples were in age group 20-21 yr, 10 (33.33%) were in age group
22-23 yr, 5 (16.7%)were in age group 24-25 yr.
 10 (33.33%) of the samples were males and 20 (66.7%) were females.
 As regard to professional qualification 15 (50%) samples were B.Sc Nursing IVth yr
students and, 15 (50%) were GNM IIIrd yr students.
 As regard to living area maximum 20 (66.7%) of samples were living in urban area
and 10 (33.33%) were living in rural area.
 According to the source of information regarding Advanced cardiac life support 12
(40%) of samples gain knowledge from Classroom, 15 (50%) gain knowledge from
other Internet, 1 (3.33%) gain knowledge from health workers and 2 (7.3%) gain
knowledge from other sources.
 As regard to previous experience 2 (6.66%) of samples had witnessed Advanced
cardiac life support and 28(93.33%) samples had not witnessed Advanced cardiac life
support in their previous experience.

50.00%
50.00%
45.00%
40.00% 33.33%
33.33%
33.33%
35.00%
30.00% Control group
25.00% Experimental group
20.00% 16.70% 16.70% 16.70%
15.00%
10.00%
5.00%
0.00%
20-21 yr 22-23 yr 24-25 yr >25
Figure 3 : Graph showing percentage wise distribution of nursing students
according to their age.

0.73300000000000
80.00% 1
0.667000000000004
70.00%
60.00%
50.00%
Control group
40.00% 0.333300000000003
0.266 Experimental
30.00% group
20.00%
10.00%
0.00%
Male Female
according to their gender.

0.5 0.5 0.5 0.5
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
10.00%
5.00%
0.00%
BSc. GNM II-
Nursing Ird yr
IVth yr
according to their professional qualification.
0.66700000000000
70.00%
0.60000000000000 4
1
60.00%
50.00%
0.4
0.333300000000 Control group
40.00% 003
Experimental group
30.00%
20.00%
10.00%
0.00%
Urban Rural
according to their living area.

50.00% 50.00%
50.00%
45.00% 40.00%
40.00% 33.33%
35.00%
30.00%
20.00%
Experimental group
15.00% 10.00% 7.30%
7.30%
10.00% 3.33%
5.00%
0.00%
Class Internet Health Other
room worker sources
according to the source of information regarding Advanced cardiac life support .

100.00% 0.9333
90.00% 0.8333
80.00%
70.00%
40.00%
30.00% 0.167
20.00% 0.0666
10.00%
0.00%
Wit- Not
nessed Wit-
nessed
Figure 8 : Graph showing percentage wise distribution of nursing students according to
the previous experience regarding Advanced cardiac life support
SECTION B: ASSESSMENT OF PRETEST AND POSTTEST KNOWLEDGE
SCORE REGARDING ADVANCED CARDIAC LIFE SUPPORT AMONG NURSING
STUDENTS IN EXPERIMENTAL AND CONTROL GROUP
Table 5: Frequency and percentage distribution of pretest and post test knowledge
score regarding Advanced cardiac life support among nursing students in experimental
group.
n=30
Level of knowledge Inadequate Moderate Adequate

score
(f) (%) (f) (%) (f) (%)
Pretest 20 66.6% 6 20% 4 13.3%

Posttest 2 6.66% 4 13.3% 24 80%
The table 5 reveals the frequency and percentage distribution of pretest and post test
knowledge score regarding Advanced cardiac life support among nursing students in
experimental group.
The analysis of pretest knowledge score of nursing students in experimental group, revealed
that 20(66.6%) had inadequate knowledge, 6(20%) had moderate and 4(13.3%) had adequate
knowledge regarding Advanced cardiac life support .
Whereas the posttest knowledge score of nursing students in experimental group, revealed
that 2(6.66%) had inadequate knowledge, 4(13.3%) had moderate and 24(80%) had adequate
Table 6: Frequency and percentage distribution of pretest and post test knowledge
score regarding Advanced cardiac life support among nursing students in control
group.
n=30
Level of knowledge Inadequate Moderate Adequate

score
(f) (%) (f) (%) (f) (%)
Pretest 22 73.3% 6 19.9% 2 6.6%
Posttest 18 59.9% 8 26.6% 4 13.3%

The table 6 reveals the frequency and percentage distribution of pretest and post test
knowledge score regarding Advanced cardiac life support among nursing students in control
group.
The analysis of pretest knowledge score of nursing students in control group, revealed that
22(73.3%) had inadequate knowledge, 6(19.9%) had moderate and 2(6.6%) had adequate
Whereas the posttest knowledge score of nursing students in control group, revealed that
80%
80% 73%
66.6%
70%
60%
60%
50%
Inadequate
40%
Moderate
27% Adequate
30%
20% 20%
20% 13% 13% 13%
7% 7%
10%
0%
Experimental group Experimental group Control group Control group
(pretest) (posttest) (pretest) (posttest)
Figure 9 : Graph showing level of knowledge score regarding Advanced cardiac life
support in experimental and control group
SECTION C: COMPARISON OF PRETEST AND POSTTEST
KNOWLEDGE SCORE REGARDING ADVANCED CARDIAC LIFE
SUPPORT AMONG NURSING STUDENTS IN EXPERIMENTAL AND
CONTROL GROUP
Table 7 : Comparison of pretest and posttest knowledge score among nursing students
regarding Advanced cardiac life support in experimental group.
n=30
Level of Mean Mean Standard Paired ‘t’
knowledge score difference deviation
value (SD)
Pretest 13.03 7.24 8.1
Df=29
Posttest 22.3 9.27 4.83
P value=0.0001*
Significant
The table 7 shows the Comparison of pretest and posttest knowledge score among nursing
students regarding Advanced cardiac life support in experimental group.
The pretest mean value of knowledge score was 13.03 with S.D= 7.24 and the post test mean
value of knowledge score was 22.3 with S.D=4.83 .
The calculated ‘paired t’ value of t = 8.1 was found to be statistically significant at p<0.05
level.
This clearly shows that the administration of structured teaching programme was effective in
improving knowledge regarding Advanced cardiac life support among nursing students as
there was a significant improvement in their post test knowledge score.
Table 8 : Comparison of pretest and posttest knowledge score among nursing students
regarding Advanced cardiac life support in control group.
n=30
Level of Mean Mean Standard Paired ‘t’

knowledge score difference deviation
value (SD)
Pretest 9.76 5.55 1.77
Df=29
Posttest 10.8 1.04 6.2
P value=0.872
Not Significant
The table 8 shows the Comparison of pretest and posttest knowledge score among nursing
students regarding Advanced cardiac life support in control group.
The pretest mean value of knowledge score was 9.76 with SD= 5.55 and the post test mean
value of knowledge score was 10.8 with SD=6.2 .
The calculated ‘paired t’ value of t = 1.77 was not found to be statistically significant at
p<0.05 level.
This clearly shows that there was no significant difference between the pretest and post test
knowledge score regarding Advanced cardiac life support among nursing students in the
control group.
Table 9: Comparison of post test knowledge score regarding Advanced cardiac life
support among nursing students between the experimental and control group.
N=60(30+30)
Posttest Mean S.D Unpaired t test
Experimental 22.3 5.28 8.04

Df=58
group P value=<0.00001*
Significant
Control group 10.8 6.2
Table 9 shows the comparison of post test knowledge score regarding Advanced cardiac life
support among nursing students between the experimental and control group.
When comparing the post test knowledge score of nursing students between the experimental
and control group, the post test mean score in the experimental group was 22.3 with S.D
=4.83 and the post test mean score in the control group was 10.8 with S.D =6.2.
The calculated unpaired t‟ value of t =8.04 was found to be statistically significant at p<0.05
level.
This clearly indicates that there was a significant difference between post test knowledge
score of experimental and control group.
SECTION D: ASSOCIATION OF PRE TEST KNOWLEDGE SCORE OF
NURSING STUDENTS REGARDING ADVANCED CARDIAC LIFE
SUPPORT WITH THEIR SELECTED DEMOGRAPHIC VARIABLES
IN THE EXPERIMENTAL GROUP

Table 10 : Association of pre test knowledge score of nursing students regarding
Advanced cardiac life support with their selected demographic variables in the
experimental group
S.N DEMOGRAPHIC FREQUENCY OF KNOWLEDGE LEVEL X2 TABULA REMARK

O VARIABLES P- TED
INADEQUATE MODERATE ADEQUATE
VALUE VALUE
1
AGE(years) 10 3 2 0.38 0.984 Not
e. 20-21 7 2 1
f. 22-23 significant
3 1 1 (df=4
g. 24-25 0 0 0
h. >25 )
2
GENDER 5 3 2 1.85 0.396 Not
c. Male 15 3 2
(df=2
d. Female Significant
)
3 PROFESSIONAL
QUALIFICATIO Not
12 2 1 2.46 0.292
N
significant
c. B.SC (df=2
8 4 3 )
Nursing IV
year
d. GNM III
year
4
1.65 0.438 Not
LIVING AREA
c. Urban 12 5 3 (df=2
significant
d. Rural 8 1 1 )
5 SOURCE OF
INFORMATION Not
8 2 2 1.9 0.928
e. Class room
significant
f. Internet 10 3 2 (df=6
g. Health
workers 1 0 0 )
h. Other 1 1 0
sources
6 PREVIOUS
EXPERIENCE Not
REGARDING
significant
Advanced cardiac 1 1 0 1.31 0.519
life support 19 5 4 (df=2
c. Witnessed )
d. Not
Witnessed
The table 10 shows that the demographic variables of the samples statistically had no
significant association with pre test knowledge score at p<0.05.

CHAPTER V
DISCUSSION
DISCUSSION
The aim of the present study was to assess the effectiveness of structured teaching
programme regarding Advanced cardiac life support among nursing students in selected
Nursing college at Bareilly. The study was conducted by quantitative research approach and
true experimental design, randomized (pre test post test control group design). The B.Sc
Nursing IV yr and GNM III yr studying in selected nursing college were selected for the
study. The sample size was 60 [30 experimental group and 30 control group] and was
selected by probability simple random sampling technique. Self structured knowledge
questionnaire was used to assess the level knowledge regarding Advanced cardiac life
support among nursing students.
Objective 1 :To assess the pretest and post test knowledge score regarding Advanced
cardiac life support among nursing students in experimental group and control group.
knowledge regarding Advanced cardiac life support . Whereas the posttest knowledge score
of nursing students in experimental group, revealed that 2(6.66%) had inadequate knowledge,
4(13.3%) had moderate and 24(80%) had adequate knowledge regarding Advanced cardiac
life support .
of nursing students in control group, revealed that 18(59.9%) had inadequate knowledge,
8(26.6%) had moderate and 4(13.3%) had adequate knowledge regarding Advanced cardiac
life support .
Objective 2 :To compare the effectiveness of structured teaching programme regarding
Advanced cardiac life support among nursing students in experimental group and
control group
=4.83 and the post test mean score in the control group was 10.8 with S.D =6.2. The
calculated unpaired t‟ value of t =8.04 was found to be statistically significant at p<0.05
level. This clearly indicates that there was a significant difference between post test
knowledge score of experimental and control group.
Objective 3 : To find out the association between pre test knowledge score of nursing
students regarding Advanced cardiac life support with their selected demographic
variables in experimental group.

The demographic variables of the samples statistically had no significant association with pre
test knowledge score at p<0.05 in experimental group.

CHAPTER-VI
SUMMARY AND
CONCLUSION
SUMMARY AND CONCLUSION
This chapter presents the summary of the study and conclusions drawn. It classifies
limitation of the study, implications, recommendation in different areas like nursing practice,
nursing education, nursing administration, nursing research and recommendation for the
further study.
STATEMENT OF THE PROBLEM
‘A true experimental study to assess the effectiveness of structured teaching programme on
knowledge regarding Advanced cardiac life support among nursing students at Rohilkhand
college of nursing, Bareilly, UP.’
OBJECTIVES
1. To assess the pretest and post test knowledge score regarding Advanced cardiac life
2. To compare the effectiveness of structured teaching programme regarding Advanced
3. To find out the association between pre test knowledge score of nursing students
experimental group.
HYPOTHESIS
H1: There will be a significant difference between the pre test and post test
knowledge score regarding Advanced cardiac life support among nursing students in
experimental group.
H2: There will be a significant difference between the post test knowledge score
regarding Advanced cardiac life support among nursing students between
experimental group and control group.
H3: There will be a significant association between pre test knowledge score of
nursing students regarding Advanced cardiac life support with their selected
demographic variables in experimental group.
The data analyzed and interpreted in terms of objectives and research hypothesis. Descriptive
statistics [frequency, percentage, mean and standard deviation] and inferential statistics [“t”
test and chi square were used to test the research hypotheses.
MAJOR FINDINGS OF THE STUDY
The B.Sc Nursing IV yr and GNM III yr studying in selected nursing college were selected
for the study. The sample size was 60 [30 experimental group and 30 control group] and was
selected by probability simple random sampling technique. Self structured knowledge

questionnaire was used to assess the level knowledge regarding Advanced cardiac life
support among nursing students.
In control group 10 (33.33%) of the samples were in age group 20-21 yr, 10 (33.33%) were in
age group 22-23 yr, 5 (16.7%) were in age group 24-25 yr and 5 (16.7%)were in >25yrs of
age group. 8 (26.66%) of the samples were males and 22 (73.33%) were females. As regard
to professional qualification 15 (50%) samples were B.Sc Nursing IVth yr students and, 15
(50%) were GNM IIIrd yr students. As regard to living area maximum 18 (60%) of samples
were living in urban area and 12 (40%) were living in rural area. According to the source of
information regarding Advanced cardiac life support 10 (33.33%) of samples gain knowledge
from Classroom, 15 (50%) gain knowledge from other Internet, 2 (7.3%) gain knowledge
from health workers and 3 (10%) gain knowledge from other sources. As regard to previous
experience 5 (16.7%) of samples had witnessed Advanced cardiac life support and 25
(83.33%) samples had not witnessed Advanced cardiac life support in their previous
experience.
Whereas in experimental group 15 (50%) of the samples were in age group 20-21 yr, 10
(33.33%) were in age group 22-23 yr, 5 (16.7%) were in age group 24-25 yr. 10 (33.33%) of
the samples were males and 20 (66.7%) were females. As regard to professional qualification
15 (50%) samples were B.Sc Nursing IVth yr students and, 15 (50%) were GNM IIIrd yr
students. As regard to living area maximum 20 (66.7%) of samples were living in urban area
and 10 (33.33%) were living in rural area. According to the source of information regarding
Advanced cardiac life support 12 (40%) of samples gain knowledge from Classroom, 15
(50%) gain knowledge from other Internet, 1 (3.33%) gain knowledge from health workers
and 2 (7.3%) gain knowledge from other sources. As regard to previous experience 2
(6.66%) of samples had witnessed Advanced cardiac life support and 28(93.33%) samples
had not witnessed Advanced cardiac life support in their previous experience.
of nursing students in experimental group, revealed that 2(6.66%) had inadequate knowledge,
4(13.3%) had moderate and 24(80%) had adequate knowledge regarding Advanced cardiac
life support .
of nursing students in control group, revealed that 18(59.9%) had inadequate knowledge,
8(26.6%) had moderate and 4(13.3%) had adequate knowledge regarding Advanced cardiac
life support .
=4.83 and the post test mean score in the control group was 10.8 with S.D =6.2. The
calculated unpaired t‟ value of t =8.04 was found to be statistically significant at p<0.05
level. This clearly indicates that there was a significant difference between post test
knowledge score of experimental and control group.

The demographic variables of the samples statistically had no significant association with pre
test knowledge score at p<0.05..
CONCLUSION
1. Structured teaching programme regarding Advanced cardiac life support is effective
intervention to improve the knowledge level of nursing students.
2. The structured teaching programme regarding Advanced cardiac life support helps to
promote well being of the persons.
3. The structured teaching programme regarding Advanced cardiac life support may help the
nursing students to provide a better quality of nursing care.
IMPLICATIONS OF THE STUDY
NURSING PRACTICE:
 The study findings revealed the importance of structured teaching programme on
knowledge regarding Advanced cardiac life support among nursing which is cost
effective and safe.
 In all colleges, time should be allotted for Advanced cardiac life support training,
along with their daily routine activity.
 Nurses specialized in Medical surgical nursing need to be empowered in providing
Advanced cardiac life support knowledge.
NURSING EDUCATION
Advanced cardiac life support knowledge and training can be included in nursing curriculum.
A considerable amount in the budget can be allocated for organizing the continuing Nursing
education programme and training for the students to improve the level of knowledge
regarding Advanced cardiac life support among nursing students. Professional conferences,
workshop or seminar can be conducted on Advanced cardiac life support to improve the level
of knowledge.
NURSING RESEARCH
 The finding of the present study has added knowledge to the already existing
literature and the implications for the nursing research are given in the form of
recommendation.
 This study can be a base line for future studies to build upon and motivate other
investigators to conduct further studies.
NURSING ADMINISTRATION
 The administrator can encourage the students and nurses to use Advanced cardiac life
support training which are cost effective, safe and psychotherapeutic intervention in
increasing the Advanced cardiac life support knowledge among nursing students and
nursing staff both in community and general wards.
 Nursing students and nursing staff should be given in service education regarding
Advanced cardiac life support .

LIMITATIONS
The present study had and encountered the following limitations :
 The responses were based on self-report of the study samples.
 Long-term follow up is not feasible.
 The setting of the study was selected as per the convenience of the researcher.
RECOMMENDATIONS
On the basis of the present study the following recommendations have been made for further
studies :
 A qualitative approach can be applied in studying the effects of Advanced cardiac life
support training on level of knowledge.
 An experimental study on the effectiveness of structured teaching programme on
knowledge regarding Advanced cardiac life support among nurses working in
different units.
CHAPTER VII
BIBLIOGRAPHY
REFERENCES
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ISSN: 2456-6470, Volume-5 | Issue-6, October 2021, pp.1505-1535,
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(2022). Assessment of Knowledge on Basic Life support and Advanced cardiac life
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CHAPTER VIII
ANNEXURES
ANNEXURE 1
Rohilkhand College of Nursing,

Bareilly
Rohilkhand Medical College Campus, PilibhitBy Pass Road, Bareilly. (U.P.) 243006 INDIA
Phone: 0581 – 2526011, 2526012 (EPABX) Fax: 0581 – 2526054, 2303345
E-mail: info@rmcbareilly.com, www.rmcbareilly.com
Ref.No. RCN/ / 2022 Date- 20/05/2022
To,
The Principal
Keshlata College of Nursing
Delapeer ,Bareilly, U.P.
Subject- Authorize our student to conduct pilot study at Keshlata College of Nursing
Delapeer Bareilly, U.P.
Respected Ma’am,/Sir,
With greetings, I am introducing Ms. Divya Nair M.Sc Nursing 2 nd year student of
Rohilkhand College Of Nursing, as a part of her curriculum , she has selected the following
title for her research study :
Effectiveness of structured teaching programme on knowledge regarding

Advanced cardiac life support among nursing students at selected Nursing college,
Bareilly, UP’ under the guidance of Mr. Manoj Kumar Sharma,Associate Professor
inRohilkhand College Of Nursing.
So, kindly request you to authorize our student to get permission to conduct pilot
study at Keshlata College of Nursing, Delapeer, Bareilly, U.P.
Thanking you
Yours Sincerely
Principal
Rohilkhand College Of Nursing
Bareilly, U.P
Rohilkhand College of Nursing,
Bareilly
Rohilkhand Medical College Campus, PilibhitBy Pass Road, Bareilly. (U.P.) 243006
INDIA
Phone: 0581 – 2526011, 2526012 (EPABX) Fax: 0581 – 2526054, 2303345
Ref.No. RCN/ / 2022 Date- 20/05/2022
To,
The Principal
Keshlata School of Nursing
Delapeer ,Bareilly, U.P.
Subject- Authorize our student to conduct pilot study at Keshlata School of Nursing

Bareilly, UP’ under the guidance of Mr. Manoj Kumar Sharma, AssociateProfessor in
Rohilkhand College Of Nursing.
So, kindly request you to authorize our student to get permission to conduct pilot
study at Keshlata School of Nursing, Delapeer, Bareilly, U.P.
Thanking you
Yours Sincerely
Principal
Rohilkhand College of Nursing
Bareilly, U.P
ANNEXURE 2
Rohilkhand College of Nursing, Bareilly

Rohilkhand Medical College Campus, PilibhitBy Pass Road, Bareilly. (U.P.) 243006
INDIA
Phone: 0581 – 2526011, 2526012 (EPABX) Fax: 0581 – 2526054, 2303345
Ref.No. RCN/ / 2022 Date- 20/05/2022
To,
The Principal
Bareilly, U.P.
Subject- Authorize our student to conduct main study at Rohilkhand college of Nursing

Bareilly, UP’ under the guidance of Mr. Manoj Kumar Sharma, Associate Professor in
Rohilkhand College Of Nursing.
So, kindly request you to authorize our student to get permission to conduct main
study at Rohilkhand college of Nursing, Bareilly, U.P.
Thanking you
Yours Sincerely
Mr. Manoj Kumar Sharma

Asst. Professor (Research Guide)
Rohilkhand College of Nursing
Bareilly, U.P
ANNEXURE 3
Letter Requesting the Opinion and Suggestion from Experts on Content Validity of the
Tool
From,
Mr. Divya Nair
Msc. Nursing final year student
Rohilkhand College of nursing
Bareilly.
To,
Dr. Manohar Kumar
MD(Path)
A.C.M.S
North Eastern Railway Hospital, Izzatnagar, Bareilly (UP)
Respected Sir/Mam,
Sub: requesting experts on opinion for content validation of tool
I the under signed, M.Sc. nursing 2 nd year student studying at Rohilkhand college of nursing
Bareilly, as part of our course, the topic I have proposed for my thesis work is entitled,
‘Effectiveness of structured teaching programme on knowledge regarding Advanced
cardiac life support among nursing students at selected Nursing college, Bareilly, UP’
For which I have prepared a tool under the guidance of Mrs. Manoj Kumar Sharma Assistant
Professor, Rohilkhand College of Nursing Bareilly. Hence I give a copy of tool of its content
validity.
The tool is designed to collect the following data
1- Demographic data
2- Structured knowledge questionnaire
Hence I request you to kindly examine the tool item wise and give your valuable opinion and
suggestions for improvement of the tool, kindly return this tool to me after signing the
content validity certificate attached here in as possible.
Thanking your anticipation,
Yours faithfully,
Divya Nair
Msc (N) final year student
Date:
Place: Bareilly
ANNEXURE 4
Criterion checklist for validation the tool
Kindly go through the items in the demographic and knowledge questionnaire and give your
valuable suggestion regarding relevance and appropriateness of the items in the research tool
there are four columns in the checklist namely, relevant, not relevant, somewhat relevant and
highly relevant. Place a tick mark against the specific Column. If there are any suggestions or
comments, please mention in the remark Column.
DEMOGRAPHIC VARIABLES
Item Not relevant Quite relevant Highly relevant Remarks

No.
1.
2.
3.
4.
5.
6.
TOOLS
Item No. Not relevant Quite relevant Highly relevant Remarks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Any other suggestions
………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………
Signature of expert with date
ANNEXURE 5
CERTIFICATE OF CONTENT VALIDATION
TO WHOM IT MAY CONCERN

I hereby certify that have validated the tool of Divya Nair student of M.Sc. final year,
Rohilkhand College of Nursing, BIU Bareilly, who is undertaking the following study:
‘Effectiveness of structured teaching programme on knowledge regarding Advanced
cardiac life support among nursing students at selected Nursing college, Bareilly, UP’
Name…………………………..
Designation…………………… Signature of validator
Institution……………………..
Date……………………………
ANNEXURE 6
DATA COLLECTION TOOL
SECTION A: DEMOGRAPHIC DATA
SECTION B: KNOWLEDGE QUESTIONNAIRE REGARDING Advanced cardiac life

support
Blueprint of Self Structured Knowledge Questionnaire
Part Parameter Questions Percentage
1. Knowledge questionnaire 5 16.6

regarding anatomy and physiology
of respiratory and cardiovascular
system
2. Knowledge questionnaire 3 10
regarding cardiac arrest

regarding concept of BLS and

regarding chest compressions

regarding defibrillation
Marking criteria for the Self Structured Knowledge Questionnaire
Knowledge key Marks
Adequate 21-30 (100%)
Moderate 11-20 (66.66%)
Inadequate 0-10 (33.33%)
Marks criteria measurement
Maximum marks-30
Minimum marks-0
ANNEXURE 7
INSTRUCTIONS : This section requires your personal information. Each item has few
options. Please select the option that is more appropriate to you:
1) Age in years
a) 20-21
b) 22-23
c) 24-25
d) >25
2) Gender
a) Male
b) Female
3) Living area
a) Rural
b) Urban
4) Professional qualification
a) B.Sc.NursingIVth year
b) GNM 3rd year
5) Previous source of information regarding Advanced cardiac life support

a) Classroom
b) Internet
c) Health workers
d) Other sources
6) Previous experience regarding Advanced cardiac life support

a) Witnessed
b) Not witnessed
SECTION B: KNOWLEDGE QUESTIONNAIRE
PART-1 KNOWLEDGE QUESTIONNAIRE REGARDING ANATOMY AND

PHYSIOLOGY OF RESPIRATORY AND CARDIOVASCULAR SYSTEM
1) Heart lies in
a) Mediastinum
b) Abdominal cavity
c) Between 2nd and 3rd intercostal space
d) Above the stomach
2) Lungs are located in

a) Cranial cavity
b) Thoracic cavity
c) Abdominal cavity
d) Perineal cavity
3) Main function of heart is

a) Filtration of blood
b) Pumping of blood
c) Exchange of gases
d) Inhalation and exhalation
4) Exchange of gases occurs in

a) Heart
b) Nose
c) Trachea
d) Lungs
5) Normal weight of heart in females and males (in grams) is

a) 300 and 350
b) 200 and 250
c) 100 and 150
d) 50 and 100
PART-2 KNOWLEDGE QUESTIONNAIRE REGARDING CARDIAC ARREST
6) Cardiac arrest means

a) Abrupt loss of heart function
b) Loss of kidney function
c) Loss of brain function
d) Loss of energy
7) Immediate management of cardiac arrest is

a) Maintaining fluid
b) Checking temperature
c) CPR
d) Medication administration
8) Pulse that should be checked in cardiac arrest

a) Radial pulse
b) Carotid pulse
c) Femoral pulse
d) Ulnar pulse
PART-3 KNOWLEDGE QUESTIONNAIRE REGARDING CONCEPT OF BLS AND

9) BLS stands for

a) Best life support
b) Basic life support
c) Basic lower support
d) Before life support
10) The correct sequence for BLS in an adult is

a) ABC – airway, breathing, compression
b) ACB – airway, compression, breathing
c) BCA – breathing, compression, airway
d) CAB – compression, airway, breathing
11) Advanced cardiac life support stands for
a) Advanced cardiac life support
b) Advanced coronary life support
c) Advanced cerebral life support
d) Advanced carotid life support
12) The Advanced cardiac life support survey includes assessing
a) Airway, Breathing, Chest compression, Deformity
b) Airway, Breathing, Circulation, Defibrillation
c) Airway, B.P, CPR, Differential diagnosis
d) Airway, Breathing, Circulation, Differential diagnosis
13) Five links in adult chain of survival

a) Recognition, early CPR, defibrillation, Advanced life support , post cardiac
care
b) Recognition, early CPR, shock, rescue breaths, rest
c) Diagnosis, CPR, AED, shock, rest
d) Early diagnosis, CPR, shock, rest, post cardiac care
14) Proper order of BLS “chain of survival” is

a) Look, listen and feel
b) Check responsiveness, call EMS and get AED, defibrillation and circulation
c) Check responsiveness, call EMS and get AED, check compression and early
defibrillation
d) Call for help, shock, check pulse, shock and transport
15) One is not an example of Advanced airway

a) Nasopharyngeal airway (NPA)
b) ET Tube
c) Laryngeal mask airway (LMA)
d) Esophageal tracheal tube (combitube)
16) Pulseless electrical activity is treated with

a) Epinephrine
b) Magnesium
c) Atropine
d) Unsynchronized cardioversion
PART-4 KNOWLEDGE QUESTIONNAIRE REGARDING CHEST
COMPRESSIONS
17) CPR means

a) Cardio pulmonary resuscitation
b) Cardiac pulse resuscitation
c) Coronary pulse resuscitation
d) Coronary pulmonary resuscitation
18) While performing CPR, the place should be

a) Hard surface
b) Soft surface
c) Any place
d) Wet place
19) Number of compressions that must be delivered within 1 minute while giving adult
CPR is
a) 100
b) 200
c) 120
d) 50
20) Depth of compression in adult

a) 2 cm
b) 5 cm
c) 1.5 cm
d) 2.5 cm
21) Chest compression for an adult are performed

a) At a rate between 60-80 compressions per minute
b) At a rate between 80-100 compressions per minute
c) At a rate between 100-120 compressions per minute
d) At a rate of at least 80 compressions per minute
22) The ratio of compressions to breaths in adults

a) 15:1
b) 20:2
c) 10:2
d) 30:2
23) After compression, open airway by
a) Head tilt chin lift maneuver
b) Head maneuver
c) Abdominal thrust
d) Chin lifting maneuver
PART-5 KNOWLEDGE QUESTIONNAIRE REGARDING DEFIBRILLATION
24) Full form of AED

a) Automatic electric defibrillator
b) Autonomous electric defibrillator
c) Automated external defibrillator
d) Automated electric defibrillator
25) Defibrillator help a person in cardiac arrest

a) An AED pumps blood
b) An AED shocks the brain
c) An AED restores normal heart rhythm
d) An AED help the victim breath
26) One should check before delivering a shock to a victim that

a) No one is touching the victim
b) You are ready to perform CPR
c) The pads are in right position on chest
d) An ambulance has been called
27) Defibrillator should come with a small towel. This is used for
a) To mop your brow when performing CPR
b) To clear up any body fluids
c) To dry the chest of the victim
d) To place over the victim’s face while performing rescue breaths
28) The AED pads for an adult should be placed on

a) The upper left and the lower right side of the chest
b) The upper right and upper left side of the chest
c) The chest and stomach of the person’s torso
d) The upper right and the lower left side of the chest
29) If during 2nd analysis, the AED prompts “no shock advised”, you should
a) Unplug the connector from the machine
b) Resume 5 cycles or about 2 min. of CPR
c) Reset the AED by turning it off for 10 sec
d) Check the pad placement on the person’s chest
30) Joules one should defibrillate within a monophasic and biphasic defibrillator is
a) 300 J and 240-300 J
b) 320 J and 80-100 J
c) 340 J and 40-60 J
d) 360 J and 120-200 J
STRUCTURED TEACHING PROGRAMME ON ABG ANALYSIS

Name of the student : Divya Nair
Topic : Advanced cardiac life support
Venue : Lecture Theatre
Group : Nursing students
Duration : 45 min
Language : English and Hindi
Method of explanation : Lecture cum Discussion
A.V Aids used : PPT, chart paper, green board, handouts
Previous knowledge of the group : Group had some knowledge about

GENERAL OBJECTIVE :
By the end of the discussion, students will gain knowledge about Advanced cardiac life
support .
SPECIFIC OBJECTIVES :By the end of the discussion, students will be able to :
 introduce Advanced cardiac life support
 define Advanced cardiac life support
 list down types factors of Advanced cardiac life support
 explain the diagnostic evaluation of Advanced cardiac life support
 list down the treatment of Advanced cardiac life support
 explain about the nursing management of Advanced cardiac life support
S.NO TIME SPECIFIC CONTENT TEACHING A.V EVALUATION

OBJECTIVE LEARNING AIDS
ACTIVITIES
1 2 introduce INTRODUCTION Lecture cum PPT Introduce the
Min. Advanced discussion topic.
• The goal of Advanced
cardiac life
cardiovascular life support is
support to achieve the best possible
outcome for individual who
are experiencing a life-
threating event.
• These Advanced cardiac life
support protocols have been
developed through research,
patient case student, clinical
studies and opinion of
experts in the field.
• All Advanced cardiac life
support providers are
perfumed capable of
performing BLS correctly.
2 1 define DEFINITION : Lecture cum PPT What is
Min. Advanced discussion Advanced
Advanced cardiac life support ,
cardiac life cardiac life
or Advanced cardiovascular life
support support ?
support , often referred to by its
acronym, "Advanced cardiac life
support ", refers to a set of clinical
algorithms for the urgent treatment
of cardiac arrest, stroke, myocardial
infarction (also known as a heart
attack), and other life-threatening
cardiovascular emergencies
3 3 Defibrillatio Defibilition: Lecture cum PPT list down the

Min. n discussion types of
• Defibrillation is a process in
Advanced
which an electronic device
sends an electric shock to the cardiac life
heart to stop an extremely support
rapid, irregular heartbeat, and
restore the normal heart
rhythm.
• Defibrillation is a common
treatment for life threatening
cardiac dysrhythmias,
ventricular fibrillation, and
pulse less ventricular
tachycardia.
4 3 min Types of Types of defibrillation: Lecture cum PPT
defibrillation discussion
a) Internal defibrillator
• Electrodes placed directly to the

heart e.g..-Pacemaker
b) External defibrillator
• Electrodes placed directly on the

heart e.g..-AED
5 3 min Types of Types of Defibrillator electrodes:-
Defibrillator a) Spoon shaped electrode
electrodes • Applied directly to the heart
b) Paddle type electrode
• Applied against the chest wall
c) Pad type electrode
• Applied directly on chest wall

6 2 min Need of NEED OF DEFIBRILATION: Lecture cum PPT describe the
diagnostic
defibrilation • Ventricular fibrillation can discussion
evaluation of
be converted into a more
efficient rhythm by applying Advanced
a high energy shock to the cardiac life
heart. support
• This sudden surge across the
heart causes all muscle fibres
to contract simultaneously.
• The instrument for
administering the shock is
called a DEFIBRILLATOR.
• Possibly, the fibres may then
respond to normal
physiological pace making
7 3 Placement of One electrode is placed over the left Lecture cum PPT Placement of
Min. precordium (the lower part of the discussion
electrodes chest, in front of the heart). The electrodes
other electrode is placed on the back,
behind the heart in the region
between the scapula. This placement
is preferred because it is best for
non-invasive pacing.
8 2 min Principle of PRINCIPLE OF Lecture cum PPT

DEFIBRILATION: discussion
defibrilation
• Energy storage capacitor is
charged at relatively slow
rate .
• Energy stored in capacitor is
then delivered at a relatively
rapid rate to chest of the
patient.
• Simple arrangement involve
the discharge of capacitor
energy through the patient’s
own resistance.
9 2 min Strength STRENGHT DURING CURVE: Lecture cum PPT

discussion
during curve operator selects energy delivered:
50-360 joules, depends on:
– intrinsic characteristics of patient
– patient’s disease
– duration of arrhythmia
– patient’s age
– type of arrhythmia (more energy

required for v. fib.)
10 2 min Precaution PRECAUTION:
The paddles used in the procedure

should not be placed:-
 on a woman's breasts
 over an internal pacemaker
patients.
 Before the paddle is used, a
gel must be applied to the
patient's skin.
11 2 min Risk in RISK IN DEFBRILATION:
defibrilation  Skin burns from the

defibrillator paddles are the
most common complication
of defibrillation.
 Other risks include injury to
the heart muscle, abnormal
heart rhythms, and blood
clots.
SUMMARY :
At the end I summarize my topic which included introduction, definition, types, symptoms,
causes, diagnostic evaluation, treatment and nursing management.
CONCLUSION :
Advanced cardiac life support is a leading cause of mortality globally. All Advanced cardiac
life support patients require a systematic approach to management in order to maximize
outcomes and reduce the risk of undiscovered injuries. Optimal care requires effective and
efficient communication and teamwork among clinicians.
BIBLIOGRAPHY :
 Lakhwinder Kaur, Sukhminder Kaur, ‘Textbook of Medical Surgical Nursing’ 3 rd
Edition Pp. 505-513
 Brunners and Suddarths, ‘Textbook of Medical Surgical Nursing’ 13 th edition,
volume-1 Pp. 985-988
 Javed Ansari ‘Textbook of Medical Surgical Nursing’ Pee Vee Regd. Pp. 485-490
ANNEXURE 8
INFORMED WRITTEN CONSENT
I Mr./Ms./ Mrs………………………………………………Aged…................... years
voluntarily participating in the research study conducted by M.Sc. Nursing Student Ms. Sarita
from Rohilkhand college of Nursing, under BIU, Bareilly, U.P. My participation in this
project is voluntary. I understand that I will not be paid for my participation. I may withdraw
and discontinue participation at any time of study. My name and information provided by me
will be kept confidential and subsequent uses of records and data will be subject to standard
data and policies which protect the anonymity of individuals and institutions. I understand
that this research study has been approved by the institutional Ethical and Legal committee. I
have read and understood the explanation provided to me by the researcher. I agree to
participate in this study and giving my consent willingly and not under any kind of
threat/pressure.
Signature:………………………………..
Date:…………………………………….
ANNEXURE 9
ANNEXURE 10
LIST OF FORMULAS
1. Mean :-
x ̅ =(sumofthevalue(∑ ▒ x))/(numbersofthevalue (n))
2. Mean% :-
M =mean/(max score) ×100
3. Standard deviation :-
2
SD=√((∑ ▒ (x−x ̅ ) )/n)
4. Reliability :-
2 2
r =(∑ ▒ ( x−x ̅ )( y− y ̅ ))/√(∑ ▒ (x−x ̅ ) ∑ ▒ ( y− y ̅ ) ) ;
R=2r /(1+r )
5. Validity :-
v=√ r
6. Chi square :-
E=(column∨vertical total × Row∨horizontal total) /(simple total )
〖 x 〗2df =∑ ▒ (O−E)2 / E

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BAREILLY INTERNATIONAL

Effectiveness of structured teaching

ROHILKHAND COLLEGE OF NURSING

CERTIFICATE BY THE SUPERVISOR

programme on knowledge regarding Advanced cardiac life support among nursing

periodically checked and verified by us.

Mr. Manoj Kumar Sharma

Rohilkhand college of Nursing

DECLARATION BY THE CANDIDATE

Date: Signature of the Candidate :

Place: (Divya Nair)

“The beginning of all wisdom is acknowledgement of facts”

whose help, I would like to recognize through this acknowledgement.

While my words are few, my appreciation are unmeasured.

blessing, which give me strength for the success of this project.

I express my gratitude to Prof. Priyanka A. Masih Principal, Rohilkhand College of Nursing,

being student researcher.

teaching staff members of Rohilkhand College of Nursing.

for his encouragement and continuous support.

those who had contributed their contribution in this volume.

Signature of the candidate:

ACLS - Advanced cardiac life support

STP - Structured teaching programme

BLS - Basic life support

CPR - Cardio pulmonary resuscitation

support among nursing students in experimental group and control group.

2) To compare the effectiveness of structured teaching programme regarding Advanced

METHODS: The study was conducted on 60 nursing students at Rohilkhand College of

knowledge questionnaire regarding Advanced cardiac life support.

cardiac life support in their previous experience.

association with pretest knowledge score at p<0.05.

CONCLUSION: Structured teaching programme was eﬀective in improving knowledge level

of nursing students regarding Advanced cardiac life support.

KEYWORDS: Eﬀectiveness, structured teaching programme, Knowledge, Advanced cardiac

life support, Nursing students, hospital.

S.No. Chapter Content Page no.

6 Summary, conclusion, • Summary

TABLE NO. TITLE PAGE NO.

1 Schematic representation of research design

2 Blueprint of self structured knowledge questionnaire

3 Marking criteria of self structured knowledge questionnaire

4 Frequency and percentage distribution of demographic

FIGURE NO. TITLE PAGE NO.

1 Conceptual framework of the study

2 Schematic representation of the research methodology

3 Graph showing percentage wise distribution of nursing

S. NO. TITLE PAGE NO.

1 Letter seeking permission for conducting the pilot study

2 Letter seeking permission for conducting the main study

5 Certificate of content validity

6 Blueprint of structured knowledge questionnaire

7 Tools section A,B,C

9 Master data sheet

in the emergency situation. As a nurse we need a specialized knowledge in the emergency

cardiopulmonary resuscitation, defibrillation, intubation and intravenous delivery of medications.

read and interpret electrocardiograms, and understand emergency pharmacology. Therefore,

and improve skill.2

as cardiopulmonary resuscitation (CPR).17

a burden on the family with economic strain.21

rescue breathing and external chest compression.17

with negligence and improper care.21

electrocardiogram (ECG) rhythm.12

decided to conduct study on the same topic.

‘A true experimental study to assess the effectiveness of structured teaching programme on