Comparison of Practical and Video-Based Cardiopulmonary Resuscitation Training on the Knowledge, Attitude, and Skills of Kindergarten Teachers in Babol

Background and Objective: Incidents are the leading cause of cardiac arrest in children. Teaching (cardiopulmonary resuscitation) CPR to kindergarten teachers saves children. Since teachers do not have knowledge of CPR, the aim of this study is to compare CPR training according to practical and video-based methods on the knowledge, attitude, and skills of kindergarten teachers in Babol, northern Iran. Methods: This quasi-experimental intervention was conducted on 212 kindergarten teachers in two groups of 106. One group was trained based on theories and the other by showing a film. First, a pre-test was taken and then a post-test was taken one week and one month after the training. Demographic information as well as data related to knowledge assessment (minimum score 0 and maximum 21), attitude (minimum score 10 and maximum 50) and performance (minimum score 16 and maximum 32) were collected in a questionnaire and compared in the two groups. Findings: The mean score of knowledge, attitude and skill of the teachers before CPR training were (2.29±0.45), (3.30±0.68) and (1.48±0.14), respectively, and after training were (2.40±0.39), (3.63±0.35) and (1.69±0.12), respectively, indicating a statistically significant difference (p<0.001). Covariance analysis for comparing the two methods of practical and video-based training showed that there was no significant difference between the groups in terms of mean knowledge score (2.40±0.39 and 2.46±0.34) with p=0.2 and mean skill score (1.69±0.12 and 1.74±0.10) with p=0.94, but the level of attitude in video-based training method was higher than the practical method (3.63±0.35 and 3.74±0.39) with p=0.03. Conclusion: The results of the study showed that both methods increase individuals' knowledge, attitude, and skills, but video-based training is recommended due to its increased attitude and ease of use.