An experimental study to evaluate the effectiveness of lecture cum demonstration on knowledge and practice on basic life support among lay person

Introduction

Life is a journey of living, marked by the choices we make and the actions we take.1, 2 In this journey, health plays a pivotal role, as it encompasses not only the absence of disease but also the complete state of physical, mental, social, and spiritual well-being.3, 4 Maintaining good health is a collective responsibility, and individuals have the power to make a difference.5

The purpose of this study is to shed light on the effectiveness of a comprehensive BLS training program, incorporating lectures and practical demonstrations, in empowering laypersons to respond effectively to cardiac arrest situations.6 By equipping individuals with the knowledge and skills needed to initiate CPR, use automated external defibrillators (AEDs), and provide early intervention, we aim to increase the odds of survival for those in dire need. Cardiac emergencies often strike unexpectedly, and the outcome can be profoundly influenced by the immediate actions taken by those present at the scene.7 Bystanders, family members, or coworkers who possess the knowledge and confidence to provide effective basic life support can serve as the crucial link between the moment of crisis and the arrival of professional medical assistance. In many cases, the minutes following a cardiac arrest can be a matter of life or death, making rapid and informed intervention a necessity.8

This research seeks to address the critical need for effective BLS training among laypersons, acknowledging their potential to be first responders in cardiac emergencies.9 By evaluating the impact of a structured training program that combines lectures and practical demonstrations, this study aims to contribute valuable insights into enhancing the preparedness of individuals to act decisively when faced with life-threatening situations.10 Through a thorough examination of the training's effectiveness, we aspire to empower communities with the knowledge and skills necessary to save lives and champion the cause of health and well-being for all.11

Materials and Methods

This chapter consists of research approach design, setting of the study, population of this study, sample, size, sampling technique, sample selection criteria, description of the tool, content validity of the tool, procedure for data collection and the plan for data analysis.12

Assumption

1. The knowledge of lay person regarding basic life support is assumed to be increased.

2. The practice of lay person regarding basic life support is assumed to be increased.

Diagram 1

Research methodology

Reliability

Reliability was established through expert validation and the test-retest method. The tool’s reliability, determined using Karl Pearson’s coefficient, was r = 0.8694, confirming its consistency. (Table 1)

Table 1

Percentage wise distribution of Lay Person according to their demographic characteristics

Demographic Variables	No. of Lay Person	Percentage (%)
Gender
Male	29	48.3
Female	31	51.7
Age Group in years
≤30 yrs.	28	46.7
31-40 yrs.	17	28.3
41-50 yrs.	14	23.3
>50 yrs.	1	1.7
Place of residence
Urban	11	18.3
Rural	49	81.7
Education
Primary/Secondary	15	25.0
Higher/Higher Secondary	9	15.0
Graduation/PG	4	6.7
Place of employment
Industrial	0	0
Construction Sector	45	75.0
Office	15	25.0
House	0	0
Employment Status
Government	0	0
Private	26	43.3
Self Employed	0	0
Farmer	0	0
Labour	34	56.7

Figure 1

Percentage wise distribution of Lay Person according to their gender

30% of lay person were males and 51 70% of them were females.

Figure 2

Percentage wise distribution of Lay Person according to their age in years

46.70% of lay person were less than 30 years of age, 28.30% of them were in the age group of 31-40 years, 23.30% were in the age group of 41-50 years and 1.70% of them were more than 50 years.

Result

As shown in graph 3 the comparison of pretest and post-test knowledge scores of lay persons regarding basic life support. Mean, standard deviation and mean difference values are compared, and student’s paired ‘t’ test is applied at 5% level of significance. The tabulated value for n=60-1 i.e., 59 degrees of freedom was 2.00. The calculated ‘t’ value i.e., 16.87 are much higher than the tabulated value at 5% level of significance for overall knowledge score of lay persons which is statistically acceptable level of significance. Hence it is statistically interpreted that the Lecture Cum Demonstration on knowledge regarding basic life support among lay person was effective. Thus, the H₁ is accepted.

Figure 3

Significance of difference between knowledge scores in pre and post-test of lay person

The hypothesis is tested statistically with distribution of pretest and post-test mean and standard deviation and mean percentage knowledge score. The levels of knowledge during the pretest and post-test are compared to prove the effectiveness of Lecture Cum Demonstration. Significance of difference at 5% level of significance is tested with student’s paired ‘t’ test and tabulated ‘t’ value is compared with calculated ‘t’ value. Also, the calculated ‘p’ values are compared with acceptable ‘p’ value i.e., 0.05. (Table 2)

As shown in Table 2 assessment of level of knowledge and practice regarding basic life support among lay person from selected area, it was observed that mean knowledge score in pretest was 5.75±1.85 and mean percentage of knowledge score in pretest was 27.38 ± 8.83, whereas mean knowledge score in post-test was 12.48±2.03 and mean percentage of knowledge score in post-test was 59.44 ± 9.70 and mean practice score was 11.46±3.03 and mean percentage of practice score was 40.95 ± 10.85. Thus, improvement in post knowledge score and practice score indicates the study to be effective. Also, evaluation of effectiveness of lecture cum demonstration showed, mean standard deviation and mean difference values are compared and student’s paired ‘t’ test is applied at 5% level of significance. The tabulated value for n = 60-1 i.e., 59 degrees of freedom was 2.00. The calculated ‘t’ value i.e., 16.87 are much higher than the tabulated value at 5% level of significance for overall knowledge score of lay persons which is statistically acceptable level of significance. Hence it is statistically interpreted that the Lecture Cum Demonstration on knowledge regarding basic life support among lay person was effective.

Discussion

This study aimed to assess the effectiveness of lecture and demonstration-based Basic Life Support (BLS) training among laypersons. The pre-test showed a low mean knowledge score of 5.75 ± 1.85, with 81.67% having average knowledge. After the training, the post-test score improved significantly to 12.48 ± 2.03, with 81.67% showing average knowledge and 16.67% showing good knowledge. Statistical analysis confirmed the effectiveness of the training, with a calculated ‘t’ value of 16.87, higher than the tabulated value, supporting the research hypothesis.14

The study also found that demographic factors such as age, educational status, and place of employment were associated with post-test knowledge, while educational status was linked to practice scores. However, variables like gender, age, area of residence, and employment status did not significantly affect practice scores.15

In conclusion, the lecture and demonstration-based BLS training was effective in improving laypersons' knowledge and practice, highlighting the importance of such training for emergency response.

Conclusion

The effectiveness of Lecture Cum Demonstration on knowledge regarding basic life support among lay person was effective. There is no significant association between gender, age, area of residence, employment status of lay person with the pretest knowledge score.

Source of Funding

None.

Conflict of Interest

None.