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Research Journal of Pharmacy and Technology
Year : 2017, Volume : 10, Issue : 7
First page : ( 2265) Last page : ( 2270)
Print ISSN : 0974-3618. Online ISSN : 0974-360X.
Article DOI : 10.5958/0974-360X.2017.00401.2

Acquisition of CPR-related Self-efficacy through BLS Program among Undergraduate Nursing Students in Korea

Kim Sun Ae1, Kim Sun Kyung2,*, Kim Jong-Im3, Chang Ock Ja4, Choi Ji Yeon5, Nam Mi Ra6

1Department of Nursing, Kkottongnae University, South-Korea

2Department of Nursing, Mokpo National University, South-Korea

3College of Nursing, Chungnam National University, South-Korea

4Department of Nursing, Hyejeon College, South-Korea

5Department of Nursing, Gimcheon University, South-Korea

6Department of Nursing, Kunsan College of Nursing, South-Korea

*Corresponding author E-mail: skkim@mokpo.ac.kr

Online published on 17 October, 2017.



This cross-sectional study was performed with 105 undergraduate nursing students in three universities in Korea.

Methods/Statistical analysis

The majority of participants were trained in emergency treatments such as basic life support (BLS) or other types of CPR education. Participants had received BLS training within 1 year, and their demographic variables, self-efficacy, and BLS satisfaction were examined. Collected data were analyzed using descriptive statistics, Pearson's correlations and hierarchical regression with SPSS 21.0.


Results showed a statistically significant correlation between BLS education satisfaction and CPR self-efficacy, which is the largest contributor to CPR-related self-efficacy with r =.784 (p <.01). Study variables were entered into a two-block hierarchical regression model. Students’ factors were grouped in Block 1, which represented 0.7% of variance of CPR-related self-efficacy. Amount of CPR education and BLS learning satisfaction and CPR education factors were grouped in Block 2. Education factors in Block 2 increased in variance to 60.6% with F = 40.556 (p <.001). Examining the beta scores of individual factors, BLS learning satisfaction was the greatest contributor to the variance (B =.559, β =.780, and p <.001).


Since the relationship between self-efficacy and learning satisfaction has been proven, education with multidimensional strategy to improve student's learning satisfaction will bring improved results in emergency.



BLS, CPR, Self efficacy, Learning satisfaction, Undergraduate nursing student.


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