Abstract

OBJECTIVES
To determine the effectiveness of teaching sessions on knowledge, regarding the identification of shockable rhythms and defibrillation among critical care nurses at a private tertiary care hospital, in Islamabad Pakistan.
METHODOLOGY
A quasi-experimental design was used for this study. Fifty-eight nurses working in critical care units were selected through consecutive sampling. A multiple-choice questions tool with a 0.82 Content Validity Index was used for pre posttest with an educational session on electrocardiogram arrhythmias and defibrillation. The differences were measured using the repeated measures ANOVA test.
RESULTS
Only 52 participants appeared in the second post-test of the study. Findings of 12.75±4.42, 16.90±3.48 and 15.94±3.82 in pretest, immediate posttest and follow-up test for shockable arrhythmias; and 4.90±1.56, 6.78±1.41 and 6.00±1.40 in pretest, immediate posttest and follow-up test for defibrillation knowledge were obtained. Pairwise comparisons for knowledge of shockable arrhythmias and pairwise comparisons for knowledge of defibrillation were found statistically significant with a significance value of p<.01..
CONCLUSION
Based on a study finding it may be concluded that teaching sessions had a significant impact on the enhancement of knowledge.