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Evaluation of the effectiveness of basic cardiopulmonary resuscitation training on willingness to perform CPR among high school students

BMC Cardiovascular Disorders volume 25, Article number: 341 (2025) Cite this article

Abstract

Introduction

Given the high prevalence of cardiovascular diseases and sudden cardiac arrest, training in basic cardiopulmonary resuscitation (CPR) skills, especially during adolescence, can play a crucial role in increasing awareness and preparedness in individuals facing emergency situations. The present study aimed to evaluate the effectiveness of basic CPR training on the willingness to perform it among high school students.

Methods

This study is an educational intervention. A simple random sampling method was employed to select 100 individuals in each of the intervention and control groups from four governmental boys’ high schools. The data collection tool was a questionnaire assessing the willingness to learn and perform CPR, which has been validated and shown to be reliable. The educational intervention consisted of three sessions covering the history, practical techniques, and use of AED devices, utilizing diverse educational methods such as PowerPoint presentations, educational videos, and hands-on practice. Data were analyzed using SPSS version 26 and appropriate statistical tests.

Results

The results indicated that basic CPR training significantly impacted students’ willingness to learn, perform CPR, and related knowledge. The changes in willingness to learn (p = 0.001), willingness to perform CPR (p = 0.001), and knowledge of CPR (p = 0.001) were significantly greater in the intervention group compared to the control group. These findings demonstrate the positive effect of CPR training on increasing willingness to learn, perform, and knowledge of CPR.

Conclusion

The results of this study showed that basic CPR training has a positive and significant impact on increasing willingness to learn, willingness to perform CPR, and related knowledge among students. The intervention group displayed significant changes in these variables after receiving training. Therefore, CPR-related education can be considered an effective tool for enhancing awareness and preparedness for performing these life-saving actions.

Clinical trial number

N/A.

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Introduction

Non-communicable diseases account for more than 71% of total deaths worldwide, with over three-quarters of these deaths occurring in low- and middle-income countries. Currently, these diseases are the leading cause of death in all regions of the world except Africa, and it is predicted that by 2030, they will be the primary cause of human mortality [1]. Furthermore, the economic burden on countries due to the four diseases—cardiovascular diseases, cancer, diabetes, and chronic respiratory diseases—is estimated to be around 30 billion dollars between 2011 and 2030 [2]. In Iran, approximately 79% of deaths caused by non-communicable diseases are attributed to cardiovascular diseases [3]. According to the Global Burden of Disease report in 2015, Iran had over 9,000 cases of cardiovascular disease, making it one of the countries with a high prevalence rate, with one person affected for every 100,000 individuals [4]. It is estimated that 33% of men and 10% of women will experience a cardiovascular event before the age of 60 [5].

Myocardial infarction, as one of the most well-known outcomes of cardiovascular diseases, accounts for 20% of death cases, with one person suffering a myocardial infarction every 30 s and one person dying from a myocardial infarction every minute. 70% of myocardial infarction patients never fully recover [6]. However, with rehabilitation efforts, many of these patients can return to varying degrees of their work. In Iran, cardiovascular diseases, especially coronary artery disease, are the leading cause of death across all ages and both sexes [7]. The incidence of out-of-hospital cardiac arrest is estimated to range from 52.5 to 98.1 per 100,000 people annually worldwide, resulting in death in approximately 50 to 75% of cases. Nearly 1 in 7.4 deaths in the United States in 2022 were directly due to cardiac arrest [8].

Basic cardiopulmonary resuscitation is a fundamental and life-saving skill that plays a critical role in the success rate of CPR and the ultimate outcomes derived from resuscitation. It is vital for more individuals in a community to be aware of this life-saving technique, as the use of basic CPR techniques can significantly increase the survival rate of patients until skilled medical personnel arrive. By teaching simple CPR skills, mortality rates associated with cardiac events can be easily reduced [9]. Due to the importance of CPR, the American Heart Association recommended community-wide training in this method in 1973, and since then, millions of Americans have been trained in CPR both theoretically and practically [10].

Despite millions of people receiving CPR training each year, many still do not learn CPR or are afraid to perform it [11]. Fear of transmitting infectious diseases during mouth-to-mouth resuscitation, fear of legal consequences, or inability to perform CPR correctly are among the barriers that prevent CPR from being performed [12,13,14]. Since approximately 70% of cardiac arrests occur in out-of-hospital settings, if individuals are able to perform CPR, they can prevent brain death at the golden time [15]. Therefore, it is recommended that basic CPR training courses be included in school curricula. This recommendation is based on the belief that in the long term, children and adolescents who have been trained in these courses will significantly help adults who have suffered cardiac arrest [16]. Despite the critical role of basic CPR training for adolescents, in the best of our knowledge, no study in this field was found in Iran. The aim of this study was to evaluate the effectiveness of basic CPR training on the willingness to perform it among high school students.

Methods

Type of Research: This study is an educational intervention aimed at evaluating the effectiveness of basic CPR training on the willingness to perform it among high school students.

The target population for this study includes boys’ high school students in theoretical branch. This group of students is suitable for examining and analyzing educational and developmental topics, due to their specific educational characteristics. The theoretical branch generally includes fields such as humanities, mathematical physics, and experimental sciences, with a specific focus on male students in this study. The research environment consisted of high schools in the city of Qorveh, Iran. The high schools in the city of Qorveh can serve as a representative sample of the educational status in this region for conducting research, due to their diverse student body and cultural backgrounds.

After obtaining permission from the Research Council and the Ethics Committee of Arak University of Medical Sciences in September 2023, the research process commenced. Initially, participants were selected using simple random sampling. Then, using a random number table (the randomization method for assigning individuals to the intervention and control groups), four boys’ high schools in Qorveh city were randomly selected (two schools for the intervention group and two schools for the control group). The number of tenth-grade students in each school was 80. Considering the sample size of 100 for each intervention and control group, 50 eligible 10th grade students were randomly selected from the existing list in each school (that all eligible individuals were coded) using the random number table.

The sample size was determined as 100 people in each of the study groups, considering a 10% dropout rate. Inclusion criteria were included lack of previous training or participation in CPR training classes in the past, being a high school student and theoretical branch. And exclusion criteria were unwillingness to continue participating in the training sessions.

First, the questionnaire on willingness to learn and perform CPR was completed by students in both groups. Then, basic CPR training was taught to the intervention group in three group training sessions (one 90-minute session per week) based on the 2020 American Heart Association CPR protocol in a modified form and within the learning ability of the individuals. Theoretical training was conducted using PowerPoint and practical training using mannequins and models. No educational intervention was performed in the control group. After completing the training sessions, the questionnaire on willingness to learn and perform CPR was completed again by students in both groups. At the end of the study, an intensive CPR training session was provided to the control group along with an educational file.

Data collection tools and validity and reliability

The questionnaire on willingness to learn and perform CPR by Huang, Hu, and Mao (2016) was used to measure the research variables in this study. This questionnaire, developed by Huang, Hu, and Mao (2016), includes four sections: the first section covers demographic information, the second section assesses the willingness to learn CPR (questions 7 to 15), the third section evaluates the willingness to perform CPR (questions 16 and 17), and the fourth section tests knowledge of CPR (questions 18 to 26). In this study, all sections of the questionnaire were utilized. The first section includes demographic characteristics; the second section involves experience in performing CPR and willingness to learn CPR, where responses are recorded as yes or no, and the frequency of CPR performance and reasons for not performing CPR were examined. The third section assesses the willingness to perform CPR by observers, again recorded as yes or no, and reasons related to performing or not performing CPR. The fourth section concerns knowledge of CPR, comprising 27 questions divided into three parts where respondents must answer questions about performing CPR correctly. The internal consistency of this questionnaire was reported using Cronbach’s alpha method [17].

Data analysis method

The data were entered using SPSS-26 software. Descriptive analysis was performed using frequency percentage statistics, and for inferential analysis, the Mann-Whitney non-parametric test was employed due to non-normal distribution. Analyses were conducted considering an alpha error level of 0.05.

Ethical considerations

In this study, all ethical research principles were adhered to under the ethical code IR.ARAKMU.REC.1402.098. Participants voluntarily consented to participate after being fully informed about the study’s objectives, methods, and potential risks, and their personal information is kept confidential. Participants’ rights, including the right to withdraw from the study at any time without any negative consequences, have been respected. Furthermore, potential risks of the study were clearly explained, and necessary measures were taken to ensure the health and welfare of participants. All data were reported accurately and truthfully, and no discrimination occurred in selecting participants.

Results

According to Table 1, the age of participants in the intervention group was 15.84 ± 0.59, and in the control group it was 15.75 ± 0.59. According to Table 2, the mean willingness to learn CPR before the test in the intervention group was 4.39 ± 1.59 and after the test was 9.22 ± 1.32, indicating an observed increase. The mean willingness to learn CPR in the control group before the test was 4.69 ± 1.06 and after the test was 4.84 ± 1.19, showing a slight increase in the mean.

Table 1 Demographic variables
Full size table
Table 2 Mean willingness to learn basic CPR in intervention and control groups before and after the test
Full size table

Similarly, the mean knowledge score in the intervention group before the test was 1.02 ± 1.45 and after the test was 7.30 ± 0.59. In the control group, the mean knowledge score before the test was 0.61 ± 0.74 and after the test was 0.59 ± 0.73, indicating a decrease in mean knowledge in the control group. On the other hand, the mean willingness to perform CPR in the intervention group before the test was 14.26 ± 3.61 and after the test was 25.90 ± 2.43, showing an increase in the willingness to perform CPR in the intervention group after the test. In the control group, the mean before the test was 14.08 ± 3.12 and after the test was 13.74 ± 3.38, indicating a decrease in willingness to perform CPR in the control group.

According to Table 3, the mean change in knowledge score in the intervention group was 6.28 ± 1.56 and in the control group was − 0.2 ± 0.021. Based on the Mann-Whitney test, there was a significant difference in knowledge score changes between the intervention and control groups (p = 0.001). This means that the mean change in knowledge score in the intervention group was significantly higher than in the control group. Similarly, the mean change in willingness to learn CPR in the intervention group was 4.83 ± 1.66 and in the control group was 0.15 ± 1.01. According to the Mann-Whitney test, there was a significant difference in willingness to learn score changes between the intervention and control groups (p = 0.001). This indicates that the mean change in willingness to learn in the intervention group was significantly higher than in the control group. Additionally, the mean change in willingness to perform in the intervention group was 11.64 ± 3.83 and in the control group was − 0.34 ± 0.8. Based on the Mann-Whitney test, there was a significant difference in willingness to perform score changes between the intervention and control groups (p = 0.001). This indicates that the mean change in willingness to perform in the intervention group was significantly higher than in the control group.

Table 3 Mean changes in willingness to learn basic CPR in intervention and control groups
Full size table

Discussion

The present study was conducted to investigate the effectiveness of basic CPR training on the willingness to perform it in high school students. Compared to other studies in this field, our study is unique because most studies have investigated the barriers and facilitators of CPR (13, 18–19), and intervention studies in this field are limited, as reviewed studies have emphasized the need for an intervention study in this field [13, 20]. The findings of this study show that CPR training in the intervention group significantly affects the willingness of students to perform CPR. The willingness to perform CPR in the intervention group increased significantly, and no significant changes were observed in the control group. This indicates the positive effect of practical and interactive training. Our results were consistent with other studies conducted on other groups of people such as laypersons or university students [14, 21].

Providing CPR training to students is effective in developing positive attitudes toward these skills and willingness to use them in emergency situations. In this regard, research shows that experiential and interactive learning can have long-term effects on students’ behavior and attitudes toward CPR [22, 23]. Also, students who have participated in simulation-based training programs are more eager to perform CPR than other students [24]. In addition, a systematic review of study shows that CPR training at a younger age can have long-term positive effects on helping behaviors in adulthood [25]. The results of the study by Rico et al. indicated that most of the young people were willing to perform CPR, and older people considered CPR training useful and necessary. Insufficient knowledge of CPR was also the main reason for participants’ reluctance to perform CPR [18]. Therefore, the importance of education during adolescence can be emphasized because this education can lead to the formation of helping behaviors in adulthood.

The results of this study also showed a significant increase in the mean willingness to learn CPR in the intervention group after receiving the training. In contrast, minor changes were observed in the control group. These findings clearly highlight the importance of conducting continuous and effective training sessions. In line with the results of the present study, the results of a systematic review of women indicate that CPR training in school settings effectively changes CPR knowledge and skills among adolescents and also emphasize the importance of continuous CPR training in schools [20]. Another study concluded that integrating CPR training into school curricula helps to form a positive attitude towards this skill and leads to an increase in the willingness to learn among students [17]. Furthermore, holding practical CPR workshops in schools significantly affects the increase in the level of self-confidence and willingness of students to learn [26]. These findings emphasize that active teaching methods can significantly increase the motivation to learn, a phenomenon that is also clearly observed in the results of our study.

Some challenges in educational methods indicate that simply holding theoretical classes without practical training does not have much effect on the willingness to learn CPR. After theoretical training courses, most students still feel insecure about using CPR and their willingness to learn is lower than those who have received practical training [27, 28]. Moreover, students who have participated in active and practical training courses have not only been more successful in learning CPR skills, but also have been more willing to participate in similar training courses. These results emphasize that practical experience and interaction with the content can increase students’ motivation to learn and help form a positive attitude towards CPR. The findings of this study also clearly indicate the positive effect of practical training on the willingness to learn CPR. Also, studies show that practical experience and interaction with the content can help form a positive attitude towards learning CPR and increase self-confidence in using these skills [29, 30]. Interactive instruction significantly increases students’ willingness to learn CPR. This not only does help them better learn practical skills, but also increases students’ motivation and interest in learning and performing these vital skills [22, 24]. Furthermore, these findings highlight the need to consider social and cultural factors for successful CPR instruction. Social pressures, peer influence, and the educational environment can play a role in increasing or decreasing student motivation [27, 28]. Local culture and customs can also influence students’ willingness to learn CPR [31]. Especially in the Iranian culture, where helping others is recognized as a social value, students are more likely to be willing to learn and practice CPR.

The results of the present study showed a significant increase in the mean CPR knowledge in the intervention group after receiving the training. These results indicate a positive effect of practical and interactive training on students’ knowledge of CPR. In line with the results of this study, the results of the study by Kose et al. also indicated a positive effect of CPR training on related knowledge and skills and showed that practical and interactive training significantly increased the level of students’ knowledge in CPR [32]. Also, the results of the study by Anderson et al. reported a significant increase in students’ knowledge scores after participating in CPR training workshops [33]. The above-mentioned studies emphasize that practical training, especially in sensitive areas such as CPR, can have positive and long-term effects on students’ learning and abilities. Similarly, integrating CPR training into school curricula significantly improves students’ knowledge and awareness in this area [34]. The results of the study by Uny et al. showed that in societies with different cultures, perceptions and attitudes towards first aid and CPR can directly affect the willingness of individuals to learn and perform these skills. This suggests that special attention should be paid to cultural and social factors to increase the effectiveness of CPR training programs [35]. Therefore, it seems necessary to integrate practical training and consider social and cultural factors in the design of training programs. These programs should be designed in a way that is consistent with the needs and social contexts of students. Integrating CPR training with social and group activities can increase students’ motivation to learn and at the same time encourage them to actively participate in society.

There are several limitations to our study. At first, only male students participated in this study because the study was conducted in male-only schools. Secondly, although environmental factors such as family support may also influence students’ willingness to learn and perform CPR, these factors were not directly examined in this study.

Conclusion

The findings of this research showed that basic CPR training significantly impacts the willingness to learn and perform these skills among high school students. Based on the research findings, it is recommended that CPR training programs in schools be implemented regularly and systematically so that all students become familiar with this vital skill. Additionally, utilizing innovative learning methods can effectively increase the willingness to learn and execute these skills. Furthermore, it is recommended that families also participate in this process to create a supportive environment for learning and applying CPR skills.

Data availability

Available on reasonable request to the corresponding authors.

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Acknowledgements

This paper was extracted from a nursing master thesis. The authors would like to thank Arak University of Medical Sciences for supporting this research.

Funding

This research funded by the Arak University of Medical Sciences, Arak, Iran.

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Authors and Affiliations

  1. Student Research Committee, Faculty of Nursing and Midwifery, Arak University of Medical Sciences, Arak, Iran

    Mojtaba Hamednia

  2. Nursing Care Research Center, Semnan University of Medical Sciences, Semnan, Iran

    Ameneh Yaghoobzadeh

  3. School of Nursing and Midwifery, Semnan University of Medical Sciences, Semnan, Iran

    Ameneh Yaghoobzadeh

  4. Department of Epidemiology, School of Health, Arak University of Medical Sciences, Arak, Iran

    Rahmatollah Moradzadeh

  5. Department of Pediatric Nursing, School of Nursing, Arak University of Medical Sciences, Arak, Iran

    Somaye Sayahi

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  1. Mojtaba Hamednia
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Contributions

M.H., S.S., R.M., and A.Y. contributed to the study conception, design. M.H. collected the data. Data analysis were conducted by M.H. and R.M. The first draft of the manuscript was written by M.H. and S.S., R.M., and A.Y. commented on previous versions of the manuscript. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Somaye Sayahi.

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Ethical approval

Ethical approval for this study has been attained by the Ethics Committee of the Arak University of Medical Sciences, Arak, Iran. (code number: IR.ARAKMU.REC.1402.098). we confirm that all experiments were performed in accordance with declaration of Helsinki.

Consent to participate

The objectives of the study were explained to all participants before participating in the study and written informed consent was obtained from all of them to participate in the study voluntarily.

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N/A.

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The authors declare no competing interests.

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Hamednia, M., Yaghoobzadeh, A., Moradzadeh, R. et al. Evaluation of the effectiveness of basic cardiopulmonary resuscitation training on willingness to perform CPR among high school students. BMC Cardiovasc Disord 25, 341 (2025). https://doiorg.publicaciones.saludcastillayleon.es/10.1186/s12872-025-04783-9

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BMC Cardiovascular Disorders

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