1Department of Nursing, Kkottongnae University, South-Korea
2Department of Nursing, Mokpo National University, South-Korea
3College of Nursing, Chungnam National University, South-Korea
4Department of Nursing, Hyejeon College, South-Korea
5Department of Nursing, Gimcheon University, South-Korea
6Department of Nursing, Kunsan College of Nursing, South-Korea
*Corresponding author E-mail: skkim@mokpo.ac.kr
Online published on 17 October, 2017.
This cross-sectional study was performed with 105 undergraduate nursing students in three universities in Korea.
The majority of participants were trained in emergency treatments such as basic life support (BLS) or other types of CPR education. Participants had received BLS training within 1 year, and their demographic variables, self-efficacy, and BLS satisfaction were examined. Collected data were analyzed using descriptive statistics, Pearson's correlations and hierarchical regression with SPSS 21.0.
Results showed a statistically significant correlation between BLS education satisfaction and CPR self-efficacy, which is the largest contributor to CPR-related self-efficacy with r =.784 (p <.01). Study variables were entered into a two-block hierarchical regression model. Students’ factors were grouped in Block 1, which represented 0.7% of variance of CPR-related self-efficacy. Amount of CPR education and BLS learning satisfaction and CPR education factors were grouped in Block 2. Education factors in Block 2 increased in variance to 60.6% with F = 40.556 (p <.001). Examining the beta scores of individual factors, BLS learning satisfaction was the greatest contributor to the variance (B =.559, β =.780, and p <.001).
Since the relationship between self-efficacy and learning satisfaction has been proven, education with multidimensional strategy to improve student's learning satisfaction will bring improved results in emergency.
BLS, CPR, Self efficacy, Learning satisfaction, Undergraduate nursing student
