Video-mediated teaching for the development of competences in cardiopulmonary resuscitation by nursing undergraduates: a systematic review.

OBJECTIVE

To identify the effectiveness of videos as tools for developing clinical competence in cardiopulmonary resuscitation, comparing them with different teaching and learning strategies used in undergraduate nursing education.

METHOD: Systematic review conducted in the PubMed®/Medline®, LILACS, Scopus, CINAHL, and Web of Science databases. Study selection and duplicate removal were performed using Rayyan®, with methodological quality assessment conducted using the JBI and the Medical Education Research Study Quality Instrument. Extracted data were analyzed using descriptive and comparative synthesis across the included studies.

RESULTS

A total of 378 studies were identified, of which five composed the final sample. Most studies had good methodological quality. Videos were mainly compared with traditional teaching and clinical simulations. Effectiveness was measured using tests of knowledge, practical assessments using mannequins, and structured checklists. The results indicated comparable performance between methods, with statistically significant differences occasionally found in specific skills and participants' satisfaction levels.

CONCLUSION

Video-mediated teaching proved effective for the development of clinical competence in cardiopulmonary resuscitation, particularly in specific skills, with greater potential when integrated with other strategies. More methodologically robust research is needed, especially regarding attitudinal competencies.