Assessment of Knowledge and Skills of Basic Life Support Among Nursing Students at Rwamagana Campus, University of Rwanda

Abstract

Introduction This study assessed the knowledge and skills of basic life support among nurse students at the Rwamagana Campus, University of Rwanda. The demographic characteristics of the participants were analyzed, and their responses to various questions related to basic life support were evaluated. The findings revealed that the majority of nurse students exhibited inadequate knowledge and skills in certain areas of basic life support.

Methodology We used a quantitative approach, specifically a descriptive cross-sectional design. The aim of the study was to assess the knowledge and skills of nurse students regarding basic life support. The study was conducted at the Rwamagana campus of the University of Rwanda, which offers a Bachelor of Science in nursing program. The study population consisted of nursing students at levels three and four, totaling 138 individuals. The inclusion criteria were nursing students at levels three and four who voluntarily wished to participate

Results Out of 138 nurse students assessed, the majority (85.5%) fell into the age group of 20-25 years, indicating a relatively young student population. In terms of gender distribution, 59% of the participants were male and 41% were female, suggesting a relatively equal representation of genders. The nurse students were also evenly distributed across nursing education levels, with 50% in level four and 50% in level three, indicating a balanced representation across different levels of nursing education. Regarding the knowledge and skills assessment, the study revealed areas where nurse students showed inadequate knowledge. For instance, 67.39% of the nurse students provided incorrect responses regarding the first step in the CPR sequence for adult, child, and infants. Similarly, a significant proportion (63.5%) provided incorrect responses regarding the method of opening the airway in cervical spine injury. Additionally, more than half of the vi nurse students (51.5%) gave incorrect responses regarding the length of assessment for a pulse to decide on compression. The study also identified areas of insufficient knowledge related to feeling for a pulse in both infant and adult victims. For the artery usually used to feel for a pulse in infant victims, 72.46% of the respondents gave an incorrect response, while 47.82% provided an incorrect response for the artery usually used in adult victims. In terms of the correct sequence of steps for CPR, the majority of nurse students (76.09%) gave incorrect responses. Similarly, a significant proportion (79.71%) provided incorrect responses regarding rescue breathing. However, the study also highlighted areas where nurse students demonstrated a good understanding of basic life support. For example, the majority (84.06%) provided correct responses regarding the compression-to-ventilation ratio for one rescuer CPR for victims of all ages. Likewise, a significant proportion (63.04%) gave correct responses regarding what to do if ventilations are going into a victim.

Conclusion Overall, the study emphasizes the need for further training and education of nurse students in certain areas of basic life support. By addressing these knowledge and skills gaps, nurse students can be better equipped to handle emergency situations and provide effective care in their future professional practice. Recommendations include curriculum enhancements, targeted training programs, competency assessments, and continuous evaluation of the assessment process to ensure ongoing improvement in basic life support knowledge and skills among nurse students. Key words: Basic life support, Nursing student, knowledge, skill