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Impact of Cardiopulmonary Resuscitation Training on CPR Knowledge among University Students in Nigeria

Abstract

Cardiac arrest is a life-threatening emergency that requires immediate recognition and prompt cardiopulmonary resuscitation (CPR) to improve the likelihood of survival. University students represent a potentially valuable group for CPR education because they may witness medical emergencies within educational institutions, public spaces, homes, or communities and may be able to provide basic assistance before professional emergency services arrive. However, limited CPR knowledge, inadequate training opportunities, fear of causing harm, low confidence, and limited access to practical skills training may reduce students' preparedness to respond effectively to cardiac emergencies in Nigeria. Cardiopulmonary resuscitation training provides an opportunity to equip students with essential knowledge regarding recognition of cardiac arrest, activation of emergency services, chest compressions, rescue breathing where appropriate, use of an automated external defibrillator (AED), and other basic emergency response principles. Against this background, this study investigates the impact of cardiopulmonary resuscitation training on CPR knowledge among university students in Nigeria. The study will be anchored on Social Cognitive Theory, Experiential Learning Theory, and the Health Belief Model. Social Cognitive Theory explains how self-efficacy, observational learning, behavioural reinforcement, and social support may influence students' acquisition and retention of CPR knowledge and emergency response behaviours. Experiential Learning Theory emphasizes learning through demonstration, practical experience, simulation, reflection, and repeated application, making it relevant to CPR education. The Health Belief Model explains how students' perceptions of the seriousness of cardiac emergencies, perceived benefits of CPR, perceived barriers, and cues to action may influence their willingness to learn and apply CPR. Collectively, these theoretical perspectives provide a suitable framework for explaining how CPR training may influence CPR knowledge among university students in Nigeria. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate students enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, universities, faculties or departments, and eligible students. CPR training will be assessed using indicators such as exposure to formal CPR instruction, duration and frequency of training, theoretical instruction, practical demonstrations, simulation exercises, recognition of cardiac arrest, activation of emergency medical services, chest compression techniques, rescue breathing, AED awareness and use, recovery position, and emergency response procedures. CPR knowledge will be assessed using indicators such as recognition of cardiac arrest, appropriate sequence of emergency response, knowledge of chest compression procedures, recommended compression characteristics, rescue breathing principles, AED use, emergency activation, and appropriate response to different cardiac emergency scenarios. A validated CPR knowledge questionnaire may be used to provide a standardized assessment of students' knowledge. Data will be collected using structured questionnaires, validated CPR knowledge assessment instruments, training attendance records, and relevant university health and emergency preparedness documents. Descriptive statistics will be used to summarize participants' characteristics, exposure to CPR training, and levels of CPR knowledge. Inferential statistical techniques, including chi-square tests, t-tests, correlation analysis, and logistic or multiple regression analysis where appropriate, will be used to determine the impact of CPR training on CPR knowledge. Where a quasi-experimental design is adopted, CPR knowledge scores before and after training may be compared to determine changes associated with the intervention. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that CPR training has a significant positive impact on CPR knowledge among university students in Nigeria. Students who receive structured and practical CPR training are expected to demonstrate greater knowledge of cardiac arrest recognition, emergency activation, chest compression procedures, rescue breathing principles, and AED use than students without similar training. Practical demonstrations and simulation-based instruction are expected to improve students' understanding and retention of CPR procedures. Repeated training and refresher sessions may further strengthen knowledge and reduce misconceptions about emergency response. However, limited access to trained instructors, inadequate CPR training equipment, infrequent refresher programmes, students' fear of performing CPR, and limited availability of AEDs may affect the sustainability of CPR knowledge and preparedness. The study therefore expects accessible, standardized, practical, and regularly reinforced CPR training to contribute significantly to improved CPR knowledge among university students in Nigeria. The study is expected to contribute to the literature on CPR training, CPR knowledge, emergency preparedness, cardiac arrest response, basic life support, university health promotion, first-aid education, and public health in Nigeria. The findings will provide useful information to the Federal Ministry of Health and Social Welfare, Federal Ministry of Education, National Universities Commission, universities, emergency medical services, healthcare professionals, resuscitation organizations, student health centres, public health practitioners, and policymakers regarding strategies for improving community preparedness for cardiac emergencies. The study will also provide evidence-based recommendations for integrating CPR training into university health programmes, providing regular refresher training, establishing practical simulation facilities, improving access to CPR instructors and training equipment, increasing awareness of AEDs, and developing institutional emergency response programmes that strengthen CPR preparedness among university students across Nigeria.

Keywords: Cardiopulmonary resuscitation training, CPR knowledge, university students, cardiac arrest, basic life support, emergency preparedness, CPR education, AED awareness, first-aid training, Nigeria, public health.