Abbasi Marzieh, Taghadosi Mohsen, Atoof Fatemeh, Hosseiniara Reza
Surgical Nursing, Department of Medical Surgical Nursing, School of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, Iran.
Nursing Education, Department of Medical Surgical Nursing, School of Nursing and Midwifery, Trauma Nursing Research Center, Kashan University of Medical Sciences, 5th of Qotb-e Ravandi Blvd, P.O.Box: 8715988141, Kashan, Iran.
BMC Med Educ. 2025 Apr 14;25(1):530. doi: 10.1186/s12909-025-06996-0.
Many nurses lack adequate knowledge and skills in CPR. Studies have yielded varying results regarding the effectiveness of Kolb and Peyton education methods on nurses' performance in CPR.
The present study aims to compare the effects of education based on Kolb and Peyton methods on nurses' CPR knowledge and performance.
In a quasi-experimental study conducted in 2019, 108 nurses from Kashan's hospitals meeting the inclusion criteria were selected through convenience sampling. Participants were randomly assigned to three groups: Kolb, Peyton, and a control group. Data collection tools included a demographics form and a research-made questionnaire assessing nurses' knowledge and performance in CPR. Participants completed the questionnaire before the intervention, as well as one- and six-weeks post-intervention. Data analysis was performed using SPSS 19, employing Chi-square and repeated measures ANOVA (p ≤ 0.05).
The three groups were homogeneous in terms of demographics, except for age (p = 0.001) and work experience (p = 0.001). While mean knowledge scores in the Kolb and Peyton groups showed statistically significant increases over time (pre-intervention, one-week post-intervention, and six-weeks post-intervention) (p = 0.001 for Kolb, p = 0.000 for Peyton), there was no statistically significant difference in overall knowledge scores between the three groups at any time point (p = 0.06 at six weeks post-intervention, p = 0.32 at one-week post-intervention, and p = 0.36 pre-intervention). Regarding CPR skills, cardiac massage, (p = 0.001 for Kolb, p = 0.001 for Peyton), breathing (p = 0.01 for Kolb, p = 0.001 for Peyton), and defibrillator skills (p = 0.01 for Kolb, p = 0.01 for Peyton) demonstrated statistically significant improvements in both the Kolb and Peyton groups. Furthermore, comparison of these skills among the three groups revealed that the Peyton method was statistically significantly more effective than the Kolb method (p = 0.001 for cardiac massage, p = 0.01 for breathing, and p = 0.01 for defibrillator skills).
Nurses who received education based on Kolb and Peyton exhibited enhanced knowledge and skills (cardiac massage, breathing, and defibrillator) in CPR. The implementation of these innovative educational methods for CPR training among nurses is recommended.
许多护士在心肺复苏术（CPR）方面缺乏足够的知识和技能。关于科尔布（Kolb）和佩顿（Peyton）教育方法对护士CPR表现的有效性，研究结果各不相同。
本研究旨在比较基于科尔布和佩顿方法的教育对护士CPR知识和表现的影响。
在2019年进行的一项准实验研究中，通过便利抽样从卡尚医院选取了108名符合纳入标准的护士。参与者被随机分为三组：科尔布组、佩顿组和对照组。数据收集工具包括一份人口统计学表格和一份自行编制的问卷，用于评估护士的CPR知识和表现。参与者在干预前、干预后1周和6周完成问卷。使用SPSS 19进行数据分析，采用卡方检验和重复测量方差分析（p≤0.05）。
除年龄（p = 0.001）和工作经验（p = 0.001）外，三组在人口统计学方面具有同质性。虽然科尔布组和佩顿组的平均知识得分随时间（干预前、干预后1周和干预后6周）显示出统计学上的显著增加（科尔布组p = 0.001，佩顿组p = 0.000），但在任何时间点，三组之间的总体知识得分均无统计学上的显著差异（干预后6周p = 0.06，干预后1周p = 0.32，干预前p = 0.36）。关于CPR技能，心脏按压（科尔布组p = 0.001，佩顿组p = 0.001）、呼吸（科尔布组p = 0.01，佩顿组p = 0.001）和除颤技能（科尔布组p = 0.01，佩顿组p = 0.01）在科尔布组和佩顿组均显示出统计学上的显著改善。此外，三组之间这些技能的比较表明，佩顿方法在统计学上比科尔布方法更有效（心脏按压p = 0.001，呼吸p = 0.01，除颤技能p = 0.01）。
接受基于科尔布和佩顿方法教育的护士在CPR方面表现出知识和技能（心脏按压、呼吸和除颤）的提高。建议在护士中实施这些创新的CPR培训教育方法。
