Journal of Emergency and Trauma Nursing

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.

Sudden Cardiac Arrest (SCA) remains a leading cause of mortality globally, with outcomes heavily dependent on the rapid initiation of Cardiopulmonary Resuscitation (CPR). Bystander intervention is critical; however, public knowledge and skill proficiency remain suboptimal. This paper reviews existing literature regarding the effectiveness of Structured Teaching Programmes (STPs) in enhancing CPR knowledge and psychomotor skills among college students. The review indicates that while baseline knowledge is often low, STPs—incorporating theoretical instruction, video-assisted learning, and hands-on simulation—significantly improve competency. This paper evaluates methodologies, barriers to retention, and the necessity of incorporating CPR training into academic curricula.

Falls are a major patient safety concern across healthcare settings, particularly among older adults and hospitalized patients. They contribute significantly to morbidity, mortality, prolonged hospital stays, and increased healthcare costs. Effective fall risk assessment and management require a systematic, multidisciplinary approach in which nurses play a central role. This review explores the epidemiology of falls, risk factors, validated assessment tools, prevention strategies, and comprehensive nursing responsibilities in fall prevention programs.

Transfusion-Related Acute Lung Injury (TRALI) is a severe, life-threatening transfusion reaction characterised by the acute onset of non-cardiogenic pulmonary edema and hypoxemia occurring within six hours of blood product administration. A 55-year-old female with chronic iron deficiency anemia (Hb 7.1 g/dL) presented with fatigue, dyspnea, and melena, receiving one unit of packed red blood cells (PRBCs) while hemodynamically stable. After forty-five minutes of transfusion, she developed acute respiratory distress (SpO2 85%, RR 32, BP 90/55, HR 115, fever 38.5°C), bilateral crackles without Jugular Venous Distention (JVD) or S3, confirming TRALI over Transfusion associated circulatory overload (TACO). Transfusion was stopped; immediate management included BiPAP, high-flow oxygen, crystalloid bolus, norepinephrine, and diuretic avoidance. The patient showed significant recovery within 24 hours and was discharged on day 5 with no residual respiratory deficits and GI follow-up.