Statement of the Problem: A pre- experimental study to assess the effectiveness of a competency teaching program of knowledge and practice regarding Cardio Pulmonary Resuscitation (CPR) guideline among nursing staff at Sacred Heart Hospital Jalandhar. Study Objective: (a) To assess the knowledge of nursing staffs regarding Cardiopulmonary Resuscitation (CPR) guideline. (b) To assess the Practice of nursing staff regarding Cardio Pulmonary Resuscitation (CPR) guideline. (c) To deliver structured competency teaching programme to nursing staff. (d) To reassess the knowledge and practice regarding Cardiopulmonary Resuscitation (CPR) guideline. (e) To find out the correlation between knowledge and practice of nursing staffs regarding Cardiopulmonary Resuscitation (CPR) guideline. Methodology: Pre-test post-test pre- experimental research design. 60 samples were selected by using purposive sampling technique. A structured questionnaire and observation check list was used to assess the knowledge and practice. Results: Descriptive and inferential statistics were used to analyze the data. The Paired t test comparison of pre-test and post-test level of knowledge regarding CPR. As per the Pre-Test knowledge score, it was found that the mean value was 11.58, mean percentage was 38.61. Whereas as per the Post Test knowledge score, it was found that the mean value was 24.03, Mean Percentage 80.11. The mean difference between the pre-test and post-test level of knowledge was 12.45 The calculated t value that is 27.744 was more than the tabulated t value that is 2.00, which was statistically significant at the 0.05 level of significance. Hence, the research hypothesis is rejected. It shows significant change in knowledge of staff nurses. The study findings revealed that the structured competency teaching program improved the knowledge and practice regarding cardio pulmonary resuscitation among nursing staffs.
Pre- Experimental study, Effectiveness, Teaching. Knowledge, CPR, Assess, Pretest, Post Test, Nursing staff, Mean, Difference, Practice, Programme, Findings, Hypothesis, Methodology, Design, Sample, Approach, Conceptual framework
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