EFFICACY OF VIDEO-ASSISTED TEACHING VERSUS DEMONSTRATION TEACHING STRATEGIES OF KNOWLEDGE REGARDING CARDIOPULMONARY RESUSCITATION (CPR)

Abstract

Cardiopulmonary resuscitation (CPR) is a critical skill for undergraduate students, as timely
intervention can save lives during cardiac arrest. This study aimed to evaluate the effectiveness
of video-assisted teaching versus traditional demonstration in enhancing CPR knowledge
among undergraduate students. A quantitative survey approach with a non-experimental
descriptive, comparative design was employed, involving 100 undergraduate students.
Probability sampling followed by simple random sampling was utilized for participant
selection. A structured knowledge questionnaire tool was used for data collection. The results
indicated significant improvements in CPR knowledge post-intervention for both videoassisted teaching and demonstration groups, with p<0.05. However, the post-assessment scores
revealed that video-assisted teaching was significantly more effective in enhancing CPR
knowledge compared to demonstration alone (p<0.05). In conclusion, video-assisted teaching
proves to be a superior method for CPR education among undergraduate students compared to
traditional demonstration, providing standardized training, enhanced understanding, and costeffectiveness. This study underscores the significance of innovative teaching strategies in CPR
education for future healthcare professionals.