Basic Life Support Competency of Nursing Students: A Study from Previous

Seminars and Suggestions for an Intervention Program at Marinduque State

College

Kate Nicole S. Loreto

Researcher

Ms. Alice Joy Aquino, RN, MSN

Adviser

College of Allied Health Sciences, Marinduque State College

NCM 115: Nursing Research 2

June 2024
 Abstract
The purpose of this study is to assess Basic Life Support (BLS) competency
among nursing students at Marinduque State College using previous seminar outcomes,
and to propose an intervention program to improve these competencies. The evaluation
focuses on students' knowledge, skills, and confidence in performing BLS, highlighting
gaps and opportunities for growth.
Participants to this survey are nursing students who have attended BLS seminars.
A quiz-style questionnaire is used to evaluate their competency. Statistical analysis of
survey responses and practical exam results was performed.

According to the study's findings, the majority of respondents are female third-
year students who attend seminars as observers. It reveals that a large proportion of
respondents found skill-related questions easier to answer. Furthermore, the most
commonly recalled competency among respondents is CPR, or Cardiopulmonary
Resuscitation. While the majority of responders do not have the least level of obtained
competency, students may not feel proficient in all areas of BLS, but they may learn
some competency in specific abilities.
The level of knowledge received from the session is not significantly different
between genders or year levels. However, year level indicates that the level of knowledge
received from the seminar varies substantially by year level. To genuinely establish
whether a student is capable of performing the processes, simulation as an intervention
must be utilized to practice them extensively and accurately.
The data indicate that, while seminars provided some level of BLS competency
there are significant areas for improvement. The gaps in knowledge and abilities,
combined with low confidence levels, indicate a need for a more structured and
comprehensive training program.

Acknowledgements
 This study and the proposed intervention program would not have been possible

without the invaluable contributions and support of numerous individuals and

organizations.

First and foremost, I would like to extend our deepest gratitude to Marinduque

State College for providing the platform and resources necessary to conduct this research.

I am grateful to the, College of Allied Health Sciences for their collaboration and

assistance in coordinating the seminars and collecting data.

I am also thankful to the nursing students who participated in this study. Your

willingness to engage in answering the questionnaire has provided critical insights that

shaped the direction of this research and the proposed intervention program.

A special thank you goes to Ms. Alice Joy Aquino, RN, MSN my thesis adviser

for guiding me in these process. To my statistician Ms. Caren May L. Flavier, LPT your

dedication to teaching and mentorship has laid the foundation for my knowledge and

skills. I am also grateful to Jim Nicole Villaruel for all the support throughout the study.

I would like to thank our families and friends for their unwavering support and

encouragement throughout this research journey. Your belief in the importance of this

work has been a constant source of motivation.

Finally, to our almighty God who give me strength even in the most tiring times

of my journey.

Again I am deeply grateful for your contributions and support.

Introduction
 The healthcare industry is shifting towards enhancing the competency of nursing

professionals, particularly in Basic Life Support (BLS) skills, for emergency situations.

Educational initiatives, such as seminars, aim to improve students' BLS proficiency, as

their importance in the changing healthcare industry is growing. A comprehensive

assessment of the effects of educational interventions is necessary to ensure nursing

education aligns with the evolving healthcare environment. Four basic life support types

include Sudden Cardiac Arrest (SCA), heart attacks, strokes, and Foreign Body Airway

Obstruction (FBAO). Choking is most common in adults due to food obstruction.

Cardiopulmonary resuscitation (CPR) circulates blood during cardiac arrest, and

defibrillator training (AED) is recommended for increased confidence in using the

device.

The College of Allied Health Sciences hosts Saturday Self-directed Learning

(SDL) sessions on healthcare topics like Basic Life Support and first aid. Melkonian

(2023) defines SDL as an adult learning process where individuals diagnose needs, set

goals, identify resources, and implement strategies. Basic Life Support (BLS) involves

first-responders, healthcare providers, and public safety professionals providing care for

cardiac arrest, respiratory distress, and airway obstructions, requiring knowledge in CPR

and AED. (American Red Cross Training Services, n.d.) Amir Hassan, Ambulance

Officer Supervisor and Basic Life Support Course Director, emphasizes the importance

of knowledge, skills, and attitude in training modules, emphasizing the need for

assistance and community education (Daba, 2023). Under Republic Act 10871 also

known as “Basic Life Support Training in Schools Act include that It shall be the duty of

all public and private basic education schools operating nationwide to provide their
students with basic life support training through the use of psychomotor training in an

age-appropriate manner.” (Supreme Court E-library, 2019)

Studies indicate that nursing students need to improve their knowledge and skills

in basic life support (BLS) practices. Despite training, many students struggle to master

the necessary knowledge and psychomotor skills, leading to anxiety and self-esteem

issues. This lack of competence in BLS practice has significant implications for future

practice. This research aims to evaluate the effectiveness of Basic Life Support Seminars

conducted to enhance the competency of nursing students in Basic Life Support. The

seminar served as a comprehensive platform, covering essential aspects of BLS

techniques and updates on guidelines. By delving into the insights gathered from this

seminar, this study seeks to shed light on the current state of nursing students'

competency in BLS and identify areas that may require further attention and

improvement. The researcher chooses this topic to assess the competency of nursing

students from their previous seminar on Basic Life Support. This research not only aims

to evaluate the respondents' competency but also seeks to provide nursing students with

insights on Basic Life Support, benefiting individuals and proving functional during

emergency situations or school events, ensuring the safety of all individuals involved.

This study aims to contribute valuable insights that can inform curriculum development,

teaching methodologies, and training programs for nursing students.

Statement of the Problem

The study aims to Evaluate the competency level of Bachelors of Science in

Nursing Students who participated in Basic Life Support Seminar in Marinduque State

college, specifically this will answer the following questions:

1. What are the demographic profile of participants?

1.1 Year Level

1.2 Sex

1.3 Types of participants

2. What is the level of knowledge gained from the previous seminar?

3. What competency do nursing students gain the most after the Basic Life

Support seminar?

4. Which competency do nursing students gain the least from the Basic Life

Support seminar?

5. Is there a significant difference on the level of knowledge gained in the

seminar as grouped according to profile of the respondents?

6. What possible intervention may be proposed to improve the competency

learned in the seminar?

Objectives

General Objective

To evaluate the level of competency of Marinduque State College nursing

students in Basic Life Support.

Specific Objectives

 Analyze the retention and application of knowledge gained from these seminars.
  Assess the percentage of BLS knowledge retained by nursing students from

previous seminars over time.

 Provide insights that can be utilized for continuous improvement in BLS

education, curriculum development at Marinduque State College.

 Share the research findings with the faculty and students.

Significance of the Study

The findings of this study contributes valuable insights to both the academic and

healthcare communities. The following are the significance of this research:

To the students. This study may serve as a basis for students' training

competency, determining if students acquire and recall information that will be

useful in basic life support. These will help determine if there are differences in

the quality of learning between students who merely observe and students who

tried and performed hands-on.

To the educators. The study is essential for educators because it

emphasizes the need of including real life-saving skills in the curriculum. It

highlights the importance of schools in fostering health education and community

preparation.

To the seminar provider. Through the study, the provider may determine

whether the way of holding Seminars is effective or needs to be improved.

To the Parents and Families of the students. This course benefits

students' parents and families by providing their children with critical life-saving

knowledge. With trained students in the home, families feel safer and better

prepared for medical emergencies.

 To future researchers. The acquired data may be used as a reference if

they choose to continue or conduct similar studies.

Scope and Delimitations of the Study

This study focuses on evaluating the competency gained of Nursing Students in

Basic Life Support from previous seminars. It is only limited to the nursing students who

attended a specific seminar at Marinduque State College where BLS seminar was

provided. The research will cover a specific time period, capturing the immediate impact

and any potential changes in the competency levels of nursing students. The evaluation

will specifically assess the application of BLS skills taught during the seminar. This

include assessing the students' level of knowledge, and their critical thinking.

The study will not evaluate the competency of nursing students who did not

attend the specified seminars. This study will not evaluate their ability to perform.

Information obtained during the survey will be largely depended on what the respondents

answer. This helps maintain a clear focus on the impact of the seminar on BLS. By

clearly defining the scope and delimitations, the research study becomes more focused

and manageable, providing a solid foundation for the evaluation of nursing students'

competency gained in basic life support.

Hypothesis of the Study

Null Hypothesis: There is no significant difference on the level of knowledge

gained in training as grouped according to the profile of the respondents.

Alternative hypothesis: There is a significant difference on the level of

knowledge gained in training as grouped according to the profile of the respondents.

 Review of Related Literature and Studies

Review of Related Literature

This chapter shows a retrospective presentation of previously written material:

research literature and conceptual that has relevance and significance to the research

under consideration.

A. Related Literature

Based on Suarez et al., (2019) in their systematic research study, the goal of

this review was to identify, assess, and synthesize the body of scientific literature on

the impact of cardiorespiratory resuscitation training on the acquisition of basic life

support (BLS) competencies among university students studying health sciences. This

is because training in BLS requires ongoing and specialized instruction. A thorough

search of the literature was done using medline, cuiden, web of science, wiley online

library, cinahl, and Cochrane. All randomized clinical trials that assessed the use of

basic life support training techniques with these students and were published in the

last 10 years were included in the search. Eleven randomized clinical trials that

satisfied the inclusion requirements were chosen. Students studying medicine and

nursing participated in a theoretical and practical course on basic life support. The

research revealed a wide range of training approaches.

Stated by Dvila (2010) according to her, medical students and laypeople are

significantly ignorant of the common symptoms and risk factors linked with major

medical disorders. Patients receiving various medical procedures for life-threatening

bodily conditions that result in pain or malfunction are receiving basic life support.
 The hardest thing about first aid is not only learning BLS classes but also

actually putting these skills into practice. Considering all of this, we think that a

sufficient education in basic life support and first aid need to be regarded as a

mandatory component of the medical curriculum.

As mentiond by Das et al., acknowledged that medical workers, including

doctors, should receive training in basic life support (BLS) and first aid. Since 1989,

first-year medical students at the United Arab Emirates University's Faculty of

Medicine and Health Sciences have had access to formal instruction in these

competencies. The purpose of this study was to evaluate the program's effectiveness

and the degree to which it gives pupils the self-assurance to carry out skills after

instruction.

The curriculum inspired enthusiasm and motivation in all of the students.

Perceived frequency of chance to practice several skills was marginally connected

with self-assessed confidence in capacity to do abilities on their own after finishing

the program. Still, there was a persistent want for more. practice time. Conclusions:

The results suggest that the program provides students with sound basic knowledge

and adequate practical skills in first aid and BLS and that adequacy of time and

physical and human resources are important prerequisites to facilitate practice and

engender confidence in skills.

B. Related Study

Local Study

Raguindin (March 2010) defines professional nursing as caring for patients

and having the opportunity to save lives, especially during emergencies and disasters.
Disaster circumstances give nurses the opportunity to perform both. Nursing as it

exists today is the product of changes in the scientific, technological, political, social,

and economic environments. It has even been observed that the notion of nursing has

evolved over time, and as a result, nurses' tasks have become larger to meet society's

evolving requirements. Similarly, nursing job options have increased significantly.

These discoveries inspired the researcher, as a practitioner, to focus on health

emergency concerns. A few minutes in an emergency can mean the difference

between life and death. Few seconds of hesitation in rendering health care services

can cause aggravation and suffering for a lifetime. There is the continuum of

emergency to disaster.

The World Health Organization (WHO) defines emergency as the “sudden

occurrence demanding an immediate response” and that “all disasters are

emergencies.” This could either be natural or man- made. Bicol Region experiences

diverse emergencies and disasters particularly those brought about by natural causes.

On the average, the region experienced an average of three to five typhoons yearly for

the past ten years. One of the latest and most disastrous incidence was the typhoon

Reming in November 2006

More so, with the hospitals particularly in the provinces of Albay and

Sorsogon with two active volcanoes admit thousands of other emergency cases such

as gunshot wounds, cardiac arrest, shellfish poisoning, vehicular accidents, trauma

and other injuries. Nurses have been important personnel of emergency preparedness

and response. A nurse is expected to render care for the alleviation of sufferings and

prevention of life loss. In times of emergencies and disasters, they are often called
upon to take the roles as first responder, direct care provider, on-site coordinator of

care, information provider or educator, mental health counselor and triage officer.

The aforementioned insights on the importance of the nurses’ capability to render

emergency cases partly justify the conduct of this study.

There is a need for continuous professional growth to meet the challenges

incorporating recent developments such as climate change and adaptation. This

means the enhancement of nursing knowledge, attitudes, and skills must take the front

stage in terms of priority. Since nursing is a science, knowledge competency is

important to be assessed to address its strengths and weak-nesses as to adapt to the

changing needs brought about by time. Recent improvement in the nursing

curriculum must pave the way for the “integration of disaster nursing in the nursing

curriculum” and show the importance of the nurses’ emergency response. Among

others, the nurses nowadays are expected to demonstrate abilities to perform basic

therapeutic interventions, including first-aid, wound care, oxygen therapy, urinary

and gastric catheter insertion, and lavage (gastric, wounds, and eyes). It is even

observed that:

According to Bagsic (November 2016) state that delivering care is one of the

most crucial skills that an occupational health nurse must have when working in the

area. These nurses' roles are critical since workers in the province of Laguna are

prone to a variety of work-related industrial accidents and injuries. There is strong

evidence that the workplace has been a key source of occurrences. Practice in the

occupational health field necessitates a nurse with the essential abilities, qualities, and
skills to give the best nursing care possible to alleviate pain, remove suffering, and

even save lives.

The researcher saw the need to conduct the study for the following reasons:

first, specialization, as the researcher is an occupational nurse and was able to observe

the need to determine their current level of competence in providing emergency

nursing care in his own workplace; and second, the presence of a gap during the

literature and study review.

During this procedure, the researcher discovered that there is no existing study

in the local setting that focuses on emergency nursing in the occupational health field.

In contrast to prior studies, the current study attempted to fill the gap by establishing

the ability of occupational health nurses in attending medical emergencies; and

finally, the demand for occupational health services. The presence of a hundred

enterprises in the province implies the presence of thousands of workers who are

vulnerable to various types of industrial emergencies. This necessitates the use of a

nurse who is capable of dealing with a variety of emergencies. For these reasons, the

researcher felt the necessity to undertake this investigation. The province of Laguna

has some of the country's largest export processing zones and industrial parks are

located.

According to Bautista et al., (2021) a person's life must be safeguarded and

controlled during a medical emergency. It necessitates the aid of health-care

providers, notably those with experience in such situations. Thus, preparation is vital.

Preparedness focuses on changing people's behavior to reduce risk and enhance

preparedness for dealing with common medical situations. Humanitarian Response

(2016) defines preparation as the ability of governments, professional response

groups, communities, and individuals to foresee and effectively respond to the effects

of potential, looming, or current threats, events, or circumstances.

To be prepared, one needs understand basic first aid. According to Safeopedia

(2021), first aid is the first response or treatment provided to someone who has been

hurt. It is given to them before they are taken to the appropriate medical care. First aid

does not represent full medical treatment. Instead, it is designed to stabilize the

injured individual so that they can be transported to a hospital or another medical

facility. When administered correctly, first aid can save lives.

Being ready and prepared is vital in dealing with common medical crises.

According to Öhman and Mineka's (2001) notion of readiness, species that quickly

learned to fear environmental hazards had a survival and reproduction advantage. As

a result, the innate inclination to fear these hazards became adaptive.

In any medical emergency, the administration of first aid is crucial in saving

lives. It is essential that people, including laypersons, must be appropriately equipped

with practical first-aid knowledge. A lack of preparation could be detrimental to

victims and even result in death. It is vital to be aware of the emergencies that could

occur in any institution and be able to respond promptly to them. Hence, it would

require the staff and volunteers to be equipped with correct and accepted fundamental

knowledge in handling such medical emergencies.

Indeed, first aid can spell the difference between life and death in real-life

applications. While we may not wish this to happen to anyone, it is good to know that

tertiary education staff are knowledgeable and certified in handling situations that
require first aid service. One critical factor in the preparedness of schools for

emergencies is medical, nonmedical, faculty, and student training. School medical

emergencies can involve students, adults, staff members, or attendees of special

events. Because injuries are the most common life-threatening emergencies

encountered by children and adolescents inside or outside schools, faculty members,

school nurses, physicians, athletic trainers, coaches, and students should know the

general principles of first aid and cardiopulmonary resuscitation (CPR).

Training on first aid is of utmost importance for employees, especially in

academic institutions, wherein they will become capable and dependable to provide

first aid for students and colleagues who may require such. The training does not just

provide holistic education to its students but ensures that its faculty and personnel are

well-equipped. The goal is to determine the responsiveness of the employees and

faculty in preparing for and responding to individual student emergencies. The

management of individual emergencies is linked to the preparation for large-scale

community emergencies; resources, linkages with EMS, and staff training are all vital

to emergency preparedness.

This study determined the University personnel’s preparedness level on

common medical emergencies. Specifically, it determined the respondents’ socio-

demographic profile, source of information, training, and expertise. It also determined

the level of preparedness on the management of common medical emergencies and its

relationship to the profile of the respondents.

With the above scenario, the researchers wanted to determine the level of

preparedness among the teaching and non-teaching personnel of the University of

Northern Philippines on the management of common emergencies. The study results

serve as the cornerstone for the administration to formulate a plan of activities for

staff development and training on CPR and first aid, which is essential in responding

to a medical emergency. The results can also be the basis for the Department of

Health and the local government unit to formulate policies for new employees to

undergo first aid and other related training courses relative to emergency care.

Through the medical and dental office, the University may come up with annual

activities emphasizing emergency care and basic first aid to students, faculty, and

non-teaching personnel.

Foreign Study

As stated by Gavin P, Jonathan H, Hannah S etc. (1999) explains a cutting-

edge technique for teaching undergraduate medical students the fundamentals of life

support. Undergraduate students organize and present a comprehensive 8-hour

program to their classmates. These students teach multiprofessional groups of

undergraduates in medicine, dentistry, physiotherapy, biomaterials, and nursing. They

have received validation as basic life support instructors from the Royal Life Saving

Society UK. Students and academic staff have responded favorably to it, and it offers

a way to improve quality while relieving overworked clinical personnel of some of

their workload. It is a component of a larger plan to enhance undergraduates from all

fields' resuscitation instruction.

In 1995, it was determined that University of Birmingham undergraduate

students were not receiving sufficient instruction in resuscitation from the program.

Significant discontent with the current program was found in a poll of medical
students' attitudes. In response, a working group was formed by the curriculum

development committee to review and enhance the way that life support and

resuscitation education are delivered. This paper outlines the approach taken to offer

first-year medical, dentistry, physiotherapy, nursing, and biomaterials students a

complete basic life support (BLS) and first aid training.

The program has now entered its fourth year during which time over 1000

students have received BLS tuition and 77 students have been trained as instructors.

A total of 99% of students are successful in the end of course assessment on their first

attempt, with the remainder passing on their second attempt. In addition to the

examination results, another marker of the success of the course is that a high

proportion of students feel confident to perform resuscitation in an emergency.

Based from Sushma et al., The fact that medical graduates lack sufficient

knowledge of basic life support, or BLS, is quite alarming. The presence of a trained

rescuer is the primary element that determines a person's eventual survival from life-

threatening conditions. It is best to provide these life-saving skills to medical students

early on so that they can be reinforced later on in order to achieve this. Despite

tremendous progress in prevention, cardiac arrest remains a major cause of death and

a critical health concern in many parts of the world. A change in lifestyle, unhealthy

eating habits, and a lack of exercise are to blame for this. The single most important

element is having a qualified, self-motivated rescuer on hand who is ready to do

flawless BLS.

According to Jung Ji et al., (2013) their study was to look into how repeated

simulation-based basic life support (BLS) training affects nursing students' learning
and retention. Methods: A pretest and posttest were employed in a comparison group

design. 35 nursing students in all (18 in the experimental group and 17 in the control

group) took part in the research. The experimental group received twice as many

sessions of a repeated simulation-based BLS training program that included a lecture,

skills instruction, and two repeat sessions of simulation practice and debriefing.

Cardiopulmonary resuscitation (CPR) knowledge, self-efficacy, and skill

performance were assessed three times: at baseline, week 2, and week 6. The methods

for analyzing the data were t-test, repeated measures ANOVA, and descriptive

analysis. Results: There was no discernible group difference in CPR knowledge, self-

efficacy, or skill performance.

According to Karaman et al., establish the schedule for first aid instruction in

the medical school curriculum as well as the training methodology for the eight hours

of first aid that the faculty of medicine offers to its first-graders. In October 2019, 168

first-year medical students from Maltepe University's Faculty of Medicine

participated in a prospective study. A course plan comprising academic and practical

applications was developed for an 8-hour duration. Cardiopulmonary resuscitation

procedures, basic life support scenarios, Heimlich's Maneuver, and the coma position

were among the practical applications covered in the training, while epileptic

seizures, heatstroke, aspiration, and drowning difficulties were covered theoretically.

According to Chun-yan et al., (Nov 2022), Cardiopulmonary resuscitation

(CPR) is a simple and effective method to treat cardiac arrest caused by various

factors. The best time to provide rescue for critically ill patients, particularly those

experiencing heart attacks, heat stroke, electric shock, or drowning, is within 4-6
minutes after the onset. Otherwise, it may lead to physiological death. Basic life

support (BLS), also known as on-site first aid, involves laypeople or professionals

providing assistance to ensure oxygen supply to vital organs like the heart and brain.

Since many emergencies occur outside of hospitals, relying solely on the arrival of

emergency personnel for on-site treatment is unrealistic. Public on-site first aid, often

performed by laypeople, plays a crucial role in providing immediate treatment to

patients with sudden emergencies. Studies have shown that bystander BLS during

cardiac arrest can greatly benefit patients, highlighting the importance of laypersons'

involvement in prehospital interventions. Recognized by organizations like the

American Heart Association and the Chinese Research Hospital Association

Cardiopulmonary Resuscitation Committee, bystander BLS, when combined with

professional emergency systems and hospital ICU services, creates an efficient

pathway for saving lives and plays a crucial role in emergency treatment. In

developed countries, an effective BLS popularization model with a penetration rate of

over 30% is protected by law. However, in China, the penetration rate of BLS is less

than 1%, and there is no standardized and unified public emergency training system.

Some institutions have conducted small-scale, temporary, and inefficient training

activities, which lack effectiveness and sustainability. The frequency of laymen's BLS

execution is disappointing due to subjective and objective factors. College students'

BLS skills training and teaching strategies should be the main focus of college

education. First-aid skills are necessary for college students to serve the masses and

promote their all-round development, aligning with the trend of international

education reform and development. The evidence-based approach involves carefully

and wisely combining scientific research, practical experience, actual environment,

and beneficiary preferences to develop best practices. By establishing an evidence-

based team, we integrated the best evidence into existing training practices and

formulated BLS training programs for non-medical college students. This approach

aims to improve their knowledge and skills in first aid, leading to a gradual

improvement in public self-rescue and mutual rescue.

Based from Mohammed et al., (December 2005), Basic life support (BLS)

involves maintaining circulation, airway, and breathing without specialized

equipment. It consists of four elements: initial assessment, chest compression, airway

maintenance, and expired air ventilation. There are universally agreed-upon standards

for BLS, and nurses play a crucial role in managing cardiac arrest cases. They are

often the ones who discover the arrest and are responsible for assessing the situation,

performing cardiac massage, administering artificial ventilation, and providing

necessary medications. Competency in CPR is essential for nurses to improve patient

outcomes. However, survival rates remain low due to ineffective administration of

CPR. The lack of resuscitation skills among healthcare professionals is a contributing

factor to poor outcomes. Knowledge and skills in CPR tend to deteriorate if not

regularly updated. Numerous studies have shown that nurses generally have poor

BLS performance and low overall ability. It is crucial for nurse education programs to

prioritize the development and retention of CPR knowledge and skills to ensure

prompt and effective responses to cardiopulmonary arrest cases.

 Conceptual Framework
Figure 1. Research Paradigm

INPUT
1. What are the demographic profile of
participants? Year Level, Sex, and Types of
participants. PROCESS
1.1. Year Level > Data collection
1.2. Sex > Distributing
1.3. Types of participants questionnaires for OUTPUT
surveys. > Nursing
2. What is the level of knowledge gained from the
prior seminar on Basic Life Support? > Determining the students'
knowledge gain competency
3. What competency do nursing students gain the from nursing from their basic
most after the Basic Life Support seminar? students' Basic life support
4. Which competency do nursing students gain the Life Support education
least from the Basic Life Support seminar? seminars.
5. Is there a significant difference on the level of > Analysis of the
knowledge gained in the seminar as grouped data gathered.
according to profile of the respondents?
6. What possible intervention may be proposed to
improve the competency learned in the seminar?

Figure 1 depicts the Input-Process-Output Model, which was used in the study as

a conceptual framework. IPO is a framework for describing a system's major components

and their interactions. Inputs are the resources or data that are provided through a system
for processing. The process refers to the actions, adjustments, or operations that the

system performs on the input data. Outputs are the results or outcomes obtained as a

result of processing input data. This framework assists researchers in conceptualizing and

communicating the critical components and stages of their research process.

Theoretical Framework

In the context of evaluating competency gained in basic life support (BLS) for

nursing students, the novice to expert model can be helpful in understanding the

developmental stages of their skills and competence in performing life-saving

interventions. The novice to expert model provides a framework for evaluating the

competency of nursing students in basic life support by considering their progression

through different stages of skill acquisition and knowledge development. Evaluation

methods should be tailored to each stage, focusing on the specific competencies and

abilities relevant to the student's level of experience.

Definition of Terms

To give the readers a clearer and better understanding of the terms used in the

study, the following terms are conceptually defined:

BLS (Basic Life Support)

Generally, refers to the type of care that first-responders, healthcare

providers and public safety professionals provide to anyone who is experiencing

cardiac arrest, respiratory distress or an obstructed airway.

Competency
It refers to the ability to do something successfully or efficiently.

Evaluation
 It is a way in making of a judgment about the amount, number, or value of

something; assessment.

SDL (Self Directed Learning)

A seminar for nursing students given every Saturday. It is to become

aware of and manage one's own learning process.

Novice
It lacks experience in expected situations and is unable to exercise

discretionary judgment.

Advance beginner
It can demonstrate basic performance levels due to limited experience in

real situations, occasionally requiring supportive cues.

Competent
An individual exhibit efficiency, coordination, and confidence.
Proficient
The individual view situations as whole and have learned to anticipate

certain situations.

Expert
It has intuitive grasp of each situation.

METHODOLOGY

This chapter discusses the Research Design, Population and Sampling Technique,

Participant Inclusion Criteria, Participant Exclusion Criteria, Research Instrument,

Instrument Validation, Data Gathering Procedure, Research Locale, and Statistical

Treatment.
Research Design

The quantitative method is use by the researcher to assess nursing students'

competency gain in Basic Life Support Seminar. The researcher uses a quantitative

approach to collect and analyze the data. The questionnaire distributes through online

using google form. The data is gather by the researcher.

Population and Sampling Techniques

The population of this study consists of two hundred seventy (270) students

coming from College of Allied Health Sciences in Marinduque State College.

Table 1:
Shows the total respondents of the study which consists of one hundred eleven (111) Nursing
students from Marinduque State College.
Year Level Number of Respondents

Second Year Section A&B 40

Third Year Section A & B 49

Fourth Year Section A & B 22

Total: 111

A stratified random sampling technique will be use in selecting the respondents.

Slovin formula was used to determine the appropriate sample size needed for a

population. Its particularly useful when conducting surveys or studies involving large

populations where its impractical to collect data from every individual. Intentionally

selecting respondents base on their knowledge, experiences, or some other criteria. Those
who participated were second year, third year and fourth year college participants in the

Seminar.

Number of Respondents

Formula:

The 2nd year contains forty (40) respondents, 3 rd year has forty-nine (49)

respondents and 4th year has twenty-two (22) respondents. The total number of

respondent is one hundred eleven (111).

Inclusion Criteria of Participants

Inclusion criteria are defined as the key feature of the target population that the

researchers used to answer their research problem.

The Criteria for selecting the participants are as follows:

 Students under College of Allied sciences

 Male and Female

 Second year, Third year and Fourth year level

 Attended the basic life support seminar hosted by CAHS

 Willing to provide information

Exclusion Criteria of Participants

Exclusion Criteria are defined as features of the potential study participants who

meet the inclusion criteria but present with additional characteristics that could interfere

with the success of the study or increase their risk for an unfavorable outcome.

Exclusion Criteria as to:

 Students who are not in College of Allied Sciences

 First year level

  Students did not attend basic life support seminar

Research Instrument

The study will utilize the following instruments:

1. Survey Questionnaire. To collect the necessary data, the researcher will use

a survey questionnaire as an instrument tool. This survey questionnaire is

research-based and will be validated by experts or qualified sources. The

inclusion of thoughts and recommendations from these qualified experts

increases the survey's credibility and dependability. The following are the

parts of the survey questionnaire:

Part I. Profile of the Respondents. This part will be used to gather data on the

demographic profile of the respondents in terms of sex, types of participants and

year level.

Part II. Interview questions based on previous seminars. This section will

determine their least and most gained competencies from the seminars. They will

respond to this question based on their own opinions.

Part III. Responses to situational questions. This part will be used to asses on

how competent they respond to a situational question.

Part IV. Responses to theoretical questions. Centers on how competently

students respond to theoretical questions.

Validation of Instrument

Closed-ended questions are essentially ones that offer respondents a predetermine

list of response possibilities to select from. Propose that respondents select from a
prepared set of responses, which are often one-word answers such as "yes/no",

"true/false", or a set of multiple-choice questions. Close-ended questions gather

quantitative data that can be easily tally into scores, percentages, or statistics and track

over time, which answers the evaluation about the competency of nursing students in

basic life support.

Validity is the extent to which an instrument, a survey questionnaire, “measures

what is intend to be measure” (Field, 2005). The Face Validity refers to researchers’

subjective assessment of the presentation and relevance of the measuring instrument as to

whether the items in the instrument appear to be relevant, reasonable, unambiguous and

clear (Oluwatayo, 2012). Content Validity involves literature reviews then follow-ups

with the evaluation by the panel of experts. The survey questionnaire is sent first to a

panel of experts in order to assess the validity of it.

Data Gathering Procedure

After the approval of the propose study by the thesis committee, a written

permission was secure from the Dean of Allied Health Sciences in the selected year level

to conduct the study. Upon approval, the researcher will distribute one hundred eleven

(111) questionnaires to the respondents in selected nursing students per year level. The

problems encounter by the respondents will be identify through the third and fourth part

of the survey questionnaires that were given to them. After the respondents have taken

the test, the papers will be check, tally, interpret and analyze.

Research Locale

Figure 3:
Research locale (Marinduque State College)

Source: Google Map

This study is conducted at Marinduque State College. This study was

implemented in 2nd year, 3rd year and 4th year level to identify the demographic profile

and evaluation of the competency in basic life support for nursing students.

Statistical Treatment

Respondents will be selected using the stratified random sampling technique. It

will emphasize inequalities among groups in a population, as opposed to simply random

sampling, which assumes that all members of a population have an equal chance of being

sampled.

In slovin's formula it is useful in sample selection since it determines the optimal

sample size, assuring representativeness while balancing feasibility and accuracy in

studies. In population size of 270 slovin formula is use in getting sample size which is

111 respondents in desired margin of error that equals to 0.05.

Data Analysis

Response to the interview will be subject to coding and thematic analysis. While,

responses to survey questionnaire and data records will be statically analyzing with the

aid of computer such as Microsoft Excel and SPSS to determine the precise interpretation

of the results. Matrix table will be made to organize, summarize, and analyze the data

gathered for easy determination of its difference from each other. Data were collated,

tabulated, and analyze.

The following will be utilized in the statistical treatment of data:

1. Frequency and Percentage. This will be used to indicate the ratio of the

proportion of the frequencies and the different variables to describe the

respondents in terms of sex, year level, and types of participants.

2. Weighted Mean. It is to aggregate a set of scores. It is the average computed by

giving different weights to some of the individual values. Bluman (2012)

Presentation Analysis and Interpretation of data

This chapter presents the analysis, interpretation and discussion of the results

obtained from the sample survey, through structured questionnaires, interviews, and

document analysis. A total of 111 structured questionnaires were distributed and the

entire questionnaires which were distributed to the respondents were properly filled. The

said data were presented in tabular form in accordance with the specific questions posited

on the statement of the problem.

Demographic profile of the Respondents

Year Level. Nursing students attended the Basic Life Support Training. 2 nd year, 3rd year

and 4th year nursing students were the participants of the said training. Table below

presents the distribution of the respondents as to year level.

Table 2
Distribution of the Respondents in terms of Year Level
Year Level Frequency Percentage
2nd year 40 36.0
3rd year 49 44.1
4th year 22 19.8
Total 111 100.0
The highest frequency occurs in the third year, with 44.1% of students. The

second highest frequency occurs in the second year, with 36.0% of students. The lowest

frequency occurs in the fourth year, with 19.8% of students.

The data is unevenly distributed among year levels, with the majority occurring in

the second and third years. When examining skills and theoretical knowledge, it may be

important to consider the year level as a possible influencing element.

Sex. Table below shows the distribution of the respondents as to their sex.
Table 3
Distribution of the Respondents in terms of Sex
Sex Frequency Percentage
Male 22 19.8
Female 89 80.2
Total 111 100.0

As presented in the table above, 19.8% of the respondents are male and 80.2% of the

respondents are female. Therefore, the majority of the respondents are female.
 Type of Participants. Nursing students as participants on the training were

categorize into two: observer and performer. Table below shows the distribution of the

respondents as to their role as participants.

Table 4
Distribution of the Respondents in terms of Type of Participants
Participants Frequency Percentage
Observer 78 70.3
Performer 33 29.7
Total 111 100.0

Observers make up the majority of the sample (70.3%). Performers account for

29.7% of the sample. Therefore, the majority of the respondents are observer. When

examining skills and theoretical knowledge, it may be useful to consider the type of

participant as a possible contributing factor.

Level of knowledge gained from the previous seminar on Basic Life Support

Participants on training were taught about, Cardiopulmonary Resuscitation

(CPR), Foreign Body Airway Obstruction (FBAO), Sudden Cardiac Arrest (SCA),

Automated External Defibrillation (AED). Table below presents the level of knowledge

gained by the respondents from previous seminar.

Table 5

Level of Knowledge Gained from the Previous Seminar

Mean Standard
Deviation
Skills 9.70 2.32
Theoretical 9.38 2.99
 In Table 7, the range for skills is 15 - 6 = 9, whereas the range for theoretical is 15

- 3 = 12. The mean for talents is slightly higher (9.7027) than the theoretical (9.3784).

Both averages are pretty close, showing that, on average, talent and theoretical scores are

comparable.

The standard deviation for skills is 2.32220, while theoretical is 2.99106.

Theoretical scores are more widely distributed around the mean than skills values,

indicating greater variability in theoretical scores. The lower standard deviation in skills

indicates that participants' ability levels are more constant than their theoretical

knowledge. Given that the averages are near, but the variability differs, it may be

necessary to analyze what factors contribute to the variability in theoretical knowledge.

This could be due to differences in learning experiences, prior knowledge, or teaching

methods.

Competency Gained Most by Nursing Students from Basic Life Support Seminar
Respondents were asked of the competency they gained most from the previous
seminar. Graph below presents the competency they gained most.
Graph No. 1
Competency Gained Most by the Respondents
 Most Gained Competency
45
40
35
30
25
20
15
10
5
0
R S
Ai
d e ty re D AO
g
CP BL ng fe du AE in
g irs
t ia Sa e FB ag
in Tr ro
c nd
rm
F t`s Ba
rfo e n
e rP
Pe Pti op
Pr

CPR has the highest frequency, with 41 occurrences, indicating it is the most

commonly noted skill/procedure. Performing BLS and First Aid follow, with 16 and 15

occurrences, respectively, indicating these are also relatively common. Bandaging is the

least common skill, with only 3 occurrences.

According to research, quick and successful CPR dramatically improves the

chances of survival and neurological outcomes in cardiac arrest patients. The American

Heart Association (AHA) and other health organizations emphasize the need of high-

quality CPR in their guidelines.

Competency Gained Least by Nursing Students from Basic Life Support Seminar
Respondents were asked of the competency they gained least from the previous
seminar. Graph below presents the competency they gained least.

Graph No. 2
Competency Gained Least by the Respondents

Least Gained Competency

25

20

15

10

0
ne D in
g R AO
e ng g ts
No AE CP ng nti g in en
or
m FB ia da
rf Tr Co
u
a n ip
m
Pe & B E qu
in ng f
ce oni eso
den si ti U s
nfi Po
Co

None is the most common response, with a frequency of 22. AED and Confidence

in Performing both have a frequency of 18, making them the next most common

responses. CPR follows closely with a frequency of 16. Skills such as Positioning &

Counting, Bandaging, and Uses of Equipment are less common, with frequencies of 7, 6,

and 3 respectively.

The most common response being "None" suggests that while students may not

feel proficient in all areas of BLS, they still gain some competency in specific skills.

Significant Difference on the Level of Knowledge Gained in the Seminar as

Grouped According to Profile of the Respondents

Table 6
Significant Difference in the Level of Knowledge gained from the Seminar as Grouped
According to their Profile
 Year Level Sex Type of Participants

Test Statistics Oneway ANOVA Independent Samples Independent Samples Test

Test
Level of Knowledge
Test Value 4.026 .610 -.318
p-value .021 .543 .751
Remarks Significant Not Significant Not Significant

Data analysis shows that the computed test value on the level of knowledge

gained from the seminar as grouped according to their sex and type of participants

are .610 and -.318, respectively with a p-value of greater than 0.05. This means that the

null hypothesis is accepted. This indicates that there is no significant difference on the

level of knowledge gained from the seminar as grouped according to their sex and type of

participants.

However, data analysis shows that the computed test value on the level of

knowledge gained from the seminar as grouped according to their year level is 4.026 with

a p-value of less than 0.05 at 5 percent level. This means that the null hypothesis is

rejected. This indicates that there is a significant difference on the level of knowledge

gained from the seminar as grouped according to their year level.

Possible Intervention Proposed to Improve the Competency Learned in the Seminar

Possible intervention will be Simulation-Based Learning, it is a type of

experiential learning in which students build and practice their knowledge and abilities in

a simulated environment, similar to the real world. This includes the use of mannequins

that simulate real-world responses. Create a variety of emergency scenarios that students

may encounter in clinical settings to promote critical thinking and speedy decision-

making. And to assess their learning conduct extensive debriefing meetings following
each simulation to examine what went well and where there is room for improvement.

This introspective practice reinforces learning

Summary, Findings, Conclusions and Recommendations

Introduction

This chapter contains three sections. The first section contributes to an overall

summary of the study followed by the summary of findings and their conclusions.

Subsequent to this are the implications of the study and followed by recommendations for

future research.

Summary

The goal of this study was to determine nursing students' basic life support

competency based on seminars they attended.

The researcher used a self-conducted and research-made survey questionnaire,

which was validated and generated by the researchers and was divided into four (4)

components. The demographic profile of the respondents, the interview portion of the

respondents, and quiz type questions divided into two parts: skills and theory.

The results of the questionnaires were evaluated and interpreted with the

assistance of statisticians. The study included 111 nursing students from second, third,

and fourth years who attended BLS seminar.

Findings

Based on the collected, analyzed, and interpreted data, the researcher arrived at

the following conclusions:

1. Demographic Profile of the Respondents

 On the Year Level. Most of the respondents are from the third year, with 49

or 44.1%.

On sex. The majority of respondents are female (89, or 80.2%).

Types of Participants. The majority of responses are observers (78, or

70.3%).

2. Level of knowledge gained from the previous seminar on Basic Life

Support

When it comes to respondents' skills, there was a mean of 9.7 respondents

who found skill-related questions easier to answer. These findings show that

respondents are more likely to react to situational questions based on their

expertise than theoretical inquiries.

3. Competency Gained Most by Nursing Students from Basic Life Support

Seminar

CPR or Cardiopulmonary Resuscitation is the most widely remembered,

based on 41 result. The emphasis on CPR, BLS, and First Aid reflects the

necessity for medical professionals to be adept in these critical areas.

4. Competency Gained Least by Nursing Students from Basic Life Support

Seminar
 According to the respondents' answers, the majority of respondents (22)

do not have the least gained competency. Basic Life Support is vital because

it educates people how to handle critical medical situations.

5. Significant Difference on the Level of Knowledge Gained in the Seminar

as Grouped According to Profile of the Respondents

In regard to sex and year level, the null hypothesis is accepted. This

suggests that there is no substantial variation in the level of knowledge

received from the seminar based on the gender and kind of participants.

In terms of year level, the null hypothesis is rejected. This demonstrates

that the level of knowledge received from the seminar varies significantly by

year level.

6. Possible Intervention Proposed to Improve the Competency Learned in

the Seminar

Simulation-Based Learning will be used as an intervention, which is

experiential learning in which students develop and practice their knowledge

and talents in a simulation environment similar to the actual world.

Conclusion

Based on the results of this study, the researcher concluded that respondents

found skill-related questions easier to answer. These findings indicate that respondents

are more likely to answer to situational questions based on their expertise than to

theoretical questioning. CPR, or Cardiopulmonary Resuscitation, is the most often

learned ability among students in basic life support while the least competency achieved
from the seminar is None. In terms of gender and year level, there is no significant

difference in the level of knowledge gained from the seminar. However, year level shows

that the level of knowledge gained from the seminar differs greatly by year level. To truly

determine whether a student is competent of doing the procedures, simulation as an

intervention must be used to practice them more thoroughly and correctly.

Recommendations

To improve the effectiveness of Basic Life Support (BLS) training, particularly

for nursing students, the following research recommendations are made. These ideas seek

to fill existing gaps, increase skill acquisition, and assure complete training that prepares

individuals for real-world situations.

1. To Enhanced Seminar: Include more simulations, scenario-based exercises,

and assessments in the program.

2. To Curriculum Development: Collaborate with healthcare professionals to

design a curriculum that includes advanced procedures

3. To increase hands-on practical training: Incorporate more hands-on

simulations and scenario-based exercises.

4. To the future Researcher: could continue developing and evaluating

interventions that are needed.

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 CURRICULUM VITAE
Name: Kate Nicole S. Loreto
Address: Brgy. 4, Bangbang, Gasan, Marinduque
Cellphone No.: 09663192264
Email Address: loretokatenicole@gmail.com

Personal Information
Age: 20
Sex: Female
Civil Status: Single
Birthdate: August 13, 2003
Birthplace: Bangbang, Gasan, Marinduque
Religion: Roman Ctholic
Nationality: Filipino
Father: Roberto B. Loreto Sr.
Mother: Marialine S. Loreto

Educational Background

School Graduated Year

Elementary Bangbang Elementary, School 2008-2015

Secondary
Junior High School Bangbang National High 2015-2019
School
Senior Hugh School Bangbang National High 2019-2021
School
Tertiary Marinduque State College 2021- Present
(Bachelors of Science in
Nursing)
1