Abstract

Background: Cardiopulmonary resuscitation (CPR) in pregnancy is a critical, lifesaving intervention requiring specialized knowledge and skills. Many staff nurses lack adequate training in this area, which may compromise maternal and fetal outcomes. Objective: To assess and compare the effectiveness of a Structured Teaching Program on knowledge regarding CPR in pregnancy among staff nurses. Methods: A quantitative research approach with a non-randomized controlled trial design was adopted. The study was conducted among staff nurses in a selected hospital in Amritsar, Punjab. A structured questionnaire was administered to evaluate the baseline knowledge of both groups regarding cardiopulmonary resuscitation (CPR) during pregnancy before the intervention. Only experimental group received the Structured Teaching Program. Post-test assessment was conducted after the intervention. Data were analyzed using descriptive and inferential statistics. Results: The findings showed a marked improvement in the knowledge scores of participants in the experimental group following the Structured Teaching Program. The mean knowledge score increased from 9.90 ± 2.38 before the intervention to 21.60 ± 3.20 after the intervention, yielding a mean gain of 11.70. This improvement was found to be highly statistically significant (t = 17.07, p = 0.001). Conversely, participants in the control group exhibited only a minimal increase in knowledge, with the mean score rising from 10.63 ± 2.79 in the pre-test to 11.16 ± 2.93 in the post-test. The observed mean difference of 0.73 was not statistically significant (t = 1.815, p = 0.091). In addition, comparison of the post-test knowledge scores between the experimental and control groups demonstrated a highly significant difference (t = 10.76, p = 0.001). Conclusion: The findings indicate that the Structured Teaching Program significantly enhanced the knowledge of staff nurses regarding cardiopulmonary resuscitation (CPR) during pregnancy.

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