Assessment of Cardiopulmonary Resuscitation Knowledge Among Allied Health Science Students: A Descriptive Quantitative Study
DOI:
https://doi.org/10.63300/aathiyoga404062026.04Keywords:
Cardiopulmonary Resuscitation, Allied Health Students, Knowledge, Basic Life Support, Cardiac Arrest, Madurai Medical CollegeAbstract
- Title: Assess the level of knowledge on CPR techniques among B.Sc. Allied Health Students and associate the level of knowledge with selected socio-demographic variables.1
- Objectives: To assess the baseline level of knowledge regarding Cardiopulmonary Resuscitation (CPR) techniques among B.Sc. Allied Health Students at Madurai Medical College, Madurai, and to establish the statistical association between their knowledge levels and selected socio-demographic variables.1
- Hypothesis: There is a statistically significant association between the knowledge on CPR techniques among B.Sc. Allied Health Students and their selected socio-demographic variables.1
- Methodology: A quantitative descriptive research design was adopted for this study.1 A non-probability purposive sampling technique was utilized to select a cohort of 80 B.Sc. Allied Health students undergoing clinical postings at Madurai Medical College.1 Data were gathered using a validated, structured cognitive knowledge questionnaire.1
- Results: The empirical findings revealed that 55 students (68.75%) possessed above-average knowledge, 23 students (28.75%) demonstrated average knowledge, and 2 students (2.50%) fell into the below-average category regarding CPR techniques.1 A statistically significant association was observed between the levels of CPR knowledge and key demographic variables, specifically age, specific course of study, and prior medium of education.1
- Conclusion: The investigation concluded that while a significant majority of B.Sc. Allied Health Students have above-average cognitive knowledge, there is an ongoing need for structured hands-on simulation training, regular clinical workshops, and practical assessments to translate this theoretical familiarity into robust clinical competencies.1
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