Abstract：
BACKGROUND: Evidence supporting the benefits of autonomous learning of basic life support, such as rapid outcomes and cost-effectiveness, is increasing. Reports supporting the autonomous learning of cognitive skills in basic life support exist. However, there is currently no report supporting the autonomous learning of psychomotor skills in basic life support.
OBJECTIVE: This study aimed to assess how using a research-developed pillow-made mannequin affects autonomous learning of psychomotor skills in basic life support training.
METHODS: Randomized controlled trial.
METHODS: This study was conducted in a nursing school in Turkey.
METHODS: Sixty-one (n = 61) third-year formal science undergraduate students.
METHODS: At XXX University, 61 nursing students were divided into Intervention (n = 31) and Control Groups (n = 30). Students in both groups received basic life support training, including live demonstrations. Intervention Group students practiced with the mannequin for 15 days. Skill assessments were conducted by two independent evaluators using a real mannequin 15 days later and six months later. Researchers used a checklist to assess psychomotor skills.
RESULTS: The sociodemographic characteristics of both student groups were similar. There was no significant difference in cognitive knowledge levels after the blended training (p > 0.05). However, at both post-intervention assessments, after 15 days and after 6 months, significant skill differences emerged in \"placing the index finger on the ends of the sternum,\" \"combining the thumbs in the middle,\" \"defining the lower sternum as a massage point,\" \"placing the base of the chest\" \"placing the weaker hand at the massage point,\" \"placing the body perpendicular to the ribcage,\" and \"performing 30 compressions.\" Cohen\'s kappa value was calculated as 0.932.
CONCLUSIONS: Use of the mannequin facilitates autonomous learning of psychomotor skills and promotes accurate application.
BACKGROUND: ClinicalTrials.gov ID: NCT05346003, 08/02/2022.
OBJECTIVE: This study aimed to assess how using a research-developed pillow-made mannequin affects autonomous learning of psychomotor skills in basic life support training.
METHODS: Randomized controlled trial.
METHODS: This study was conducted in a nursing school in Turkey.
METHODS: Sixty-one (n = 61) third-year formal science undergraduate students.
METHODS: At XXX University, 61 nursing students were divided into Intervention (n = 31) and Control Groups (n = 30). Students in both groups received basic life support training, including live demonstrations. Intervention Group students practiced with the mannequin for 15 days. Skill assessments were conducted by two independent evaluators using a real mannequin 15 days later and six months later. Researchers used a checklist to assess psychomotor skills.
RESULTS: The sociodemographic characteristics of both student groups were similar. There was no significant difference in cognitive knowledge levels after the blended training (p > 0.05). However, at both post-intervention assessments, after 15 days and after 6 months, significant skill differences emerged in \"placing the index finger on the ends of the sternum,\" \"combining the thumbs in the middle,\" \"defining the lower sternum as a massage point,\" \"placing the base of the chest\" \"placing the weaker hand at the massage point,\" \"placing the body perpendicular to the ribcage,\" and \"performing 30 compressions.\" Cohen\'s kappa value was calculated as 0.932.
CONCLUSIONS: Use of the mannequin facilitates autonomous learning of psychomotor skills and promotes accurate application.
BACKGROUND: ClinicalTrials.gov ID: NCT05346003, 08/02/2022.
摘要：
背景：有证据支持基本生命支持的自主学习的好处，如快速结果和成本效益，正在增加。支持自主学习认知技能的基本生活支持报告存在。然而,目前没有报告支持在基本生命支持中自主学习精神运动技能。
目的：本研究旨在评估在基本的生命支持训练中使用研究开发的枕头制人体模型如何影响精神运动技能的自主学习。
方法：随机对照试验。
方法：这项研究是在土耳其的一所护理学校进行的。
方法：六十一（n=61）三年级正规科学本科生。
方法：在XXX大学，将61名护生分为干预组(n=31)和对照组(n=30)。两组学生都接受了基本的生命支持训练，包括现场演示。干预组学生用人体模型练习15天。技能评估由两名独立评估者在15天后和6个月后使用真正的人体模型进行。研究人员使用清单来评估精神运动技能。
结果：两组学生的社会人口统计学特征相似。混合训练后认知知识水平差异无统计学意义(p>0.05)。然而,在两次干预后评估中，15天后和6个月后，明显的技能差异出现在“将食指放在胸骨末端，\"\"结合中间的拇指，将胸骨下部定义为按摩点，\"\"将胸部的底部\"\"将较弱的手放在按摩点，将身体垂直于胸腔放置，\"和\"进行30次按压。“科恩的卡伯值计算为0.932。
结论：人体模型的使用促进了精神运动技能的自主学习，并促进了准确的应用。
背景：ClinicalTrials.govID：NCT05346003，08/02/2022。
目的：本研究旨在评估在基本的生命支持训练中使用研究开发的枕头制人体模型如何影响精神运动技能的自主学习。
方法：随机对照试验。
方法：这项研究是在土耳其的一所护理学校进行的。
方法：六十一（n=61）三年级正规科学本科生。
方法：在XXX大学，将61名护生分为干预组(n=31)和对照组(n=30)。两组学生都接受了基本的生命支持训练，包括现场演示。干预组学生用人体模型练习15天。技能评估由两名独立评估者在15天后和6个月后使用真正的人体模型进行。研究人员使用清单来评估精神运动技能。
结果：两组学生的社会人口统计学特征相似。混合训练后认知知识水平差异无统计学意义(p>0.05)。然而,在两次干预后评估中，15天后和6个月后，明显的技能差异出现在“将食指放在胸骨末端，\"\"结合中间的拇指，将胸骨下部定义为按摩点，\"\"将胸部的底部\"\"将较弱的手放在按摩点，将身体垂直于胸腔放置，\"和\"进行30次按压。“科恩的卡伯值计算为0.932。
结论：人体模型的使用促进了精神运动技能的自主学习，并促进了准确的应用。
背景：ClinicalTrials.govID：NCT05346003，08/02/2022。
