The effect of cardiopulmonary resuscitation (CPR) training using media player and role-playing on students' knowledge and self-efficacy

Comparing the effect of cardiopulmonary resuscitation (CPR) training using media player and role-playing methods on the knowledge and self-efficacy of emergency medical and nursing students in Sarab

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250601066007N1

Enrollment

Registered

2025-08-02

Start date

2025-08-23

Completion date

Unknown

Last updated

2025-08-19

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Investigating the level of knowledge, awareness, self-efficacy, and psychomotor performance of nursing and emergency medical students.

Interventions

Intervention 1: Intervention group: Nursing students using the media player method: After explaining the study objectives to the students eligible for the study and obtaining written informed consent

Eligibility

Sex/Gender

All

Age

22 Years to 28 Years

Inclusion criteria

Inclusion criteria: Nursing students in their 7th and 8th semesters who have completed theoretical and practical courses in cardiopulmonary resuscitation. Students in the 5th semester of emergency medicine who have completed theoretical and practical courses in cardiopulmonary resuscitation. Willingness to participate in the study.

Exclusion criteria

Exclusion criteria: • Failure to cooperate in participating in the study

Design outcomes

Primary

Measure	Time frame
Examining the level of knowledge and awareness of nursing students and medical emergencies. Timepoint: At the beginning of the study, after the intervention, one month after the intervention. Method of measurement: The researcher-made questionnaire was developed by Aliari et al. (2016). At the beginning of the questionnaire, demographic information including age, gender, and marital status will be collected. The research questions include 21 four-choice questions regarding the knowledge test. The 30-question performance evaluation checklist questionnaire will be used as a post-test in two rounds.;Examining the level of efficiency of nursing students and medical emergencies. Timepoint: At the beginning of the study, after the intervention, one month after the intervention. Method of measurement: The researcher-made questionnaire was developed by Aliari et al. (2016). At the beginning of the questionnaire, demographic information including age, gender, and marital status will be collected. The research questions include 21 four-choice questions regarding the knowledge test. The 30-question performance evaluation checklist questionnaire will be used as a post-test in two rounds.;Examining the level of psychomotor skills of nursing and emergency medical students. Timepoint: At the beginning of the study, after the intervention, one month after the intervention. Method of measurement: The researcher-made questionnaire was developed by Aliari et al. (2016). At the beginning of the questionnaire, demographic information including age, gender, and marital status will be collected. The research questions include 21 four-choice questions regarding the knowledge test. The 30-question performance evaluation checklist questionnaire will be used as a post-test in two rounds.	—

Measure

Time frame

Examining the level of knowledge and awareness of nursing students and medical emergencies. Timepoint: At the beginning of the study, after the intervention, one month after the intervention. Method of measurement: The researcher-made questionnaire was developed by Aliari et al. (2016). At the beginning of the questionnaire, demographic information including age, gender, and marital status will be collected. The research questions include 21 four-choice questions regarding the knowledge test. The 30-question performance evaluation checklist questionnaire will be used as a post-test in two rounds.;Examining the level of efficiency of nursing students and medical emergencies. Timepoint: At the beginning of the study, after the intervention, one month after the intervention. Method of measurement: The researcher-made questionnaire was developed by Aliari et al. (2016). At the beginning of the questionnaire, demographic information including age, gender, and marital status will be collected. The research questions include 21 four-choice questions regarding the knowledge test. The 30-question performance evaluation checklist questionnaire will be used as a post-test in two rounds.;Examining the level of psychomotor skills of nursing and emergency medical students. Timepoint: At the beginning of the study, after the intervention, one month after the intervention. Method of measurement: The researcher-made questionnaire was developed by Aliari et al. (2016). At the beginning of the questionnaire, demographic information including age, gender, and marital status will be collected. The research questions include 21 four-choice questions regarding the knowledge test. The 30-question performance evaluation checklist questionnaire will be used as a post-test in two rounds.

—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactMostafa Bafandeh Zendeh

Sarab Faculty of Medical Sciences

bafandehzendeh@gmail.com+98 41 3337 1020

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026