Impact of Structured Basic Life Support Education on Non-Medical Students’ Competence and Confidence: A Pretest-Posttest Intervention

Abstract

Introduction: Basic Life Support (BLS) is a critical emergency intervention designed to sustain life during life-threatening events until advanced medical care can be provided. Despite its importance, awareness and training in BLS, particularly cardiopulmonary resuscitation (CPR), remain inadequate among non-medical students in developing countries.

Methods: A quantitative, descriptive pre-experimental study was conducted with 150 non-medical undergraduate and postgraduate students from Sharda University, Greater Noida. Using purposive sampling, data were collected via a demographic proforma and a structured knowledge and practice questionnaire before and after a structured BLS training intervention. Content validity and reliability (Cronbach’s alpha = 0.97) of the tools were established.

Results: Analysis revealed that 48.7% of participants had poor baseline BLS knowledge, which improved significantly following the intervention (t = 34.01, p < 0.01). Post-training, 61.3% demonstrated good knowledge and practice. Factors such as religion, course enrollment, parental medical background, and prior CPR knowledge were significantly associated with knowledge levels.

Discussion: The study confirms the effectiveness of structured BLS training in improving knowledge and practice among non-medical students, filling a critical gap in emergency preparedness. Findings align with global evidence pointing to the necessity of including BLS education in non-medical curricula to increase survival rates following out-of-hospital cardiac arrests.

Conclusion: Incorporating guideline-based BLS training programs in higher education institutions is essential to empower non-medical students as first responders, ultimately enhancing community health outcomes.