The Effectiveness of E-Learning in Enhancing Students’ Cardiopulmonary Resuscitation (CPR) Skills Prior To Clinical Practice: A Literature Review

Abstract

Background: Cardiopulmonary resuscitation (CPR) is a critical life-saving skill that must be mastered by healthcare students before entering clinical practice. The integration of e-learning as a method of CPR training has been increasingly utilized to improve theoretical knowledge and psychomotor readiness prior to clinical exposure.

Purpose: This literature review aims to analyze the effectiveness of e-learning interventions in improving students’ knowledge, confidence, and practical skills in performing CPR before hospital clinical placement.

Methods: This literature review followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Articles were searched from several databases, including PubMed, ScienceDirect, Scopus and Google Scholar, using keywords such as “e-learning,” “CPR training,” “students,” and “clinical practice.” Inclusion criteria covered studies published within the last ten years, focusing on e-learning or blended learning models for CPR training among health science students.

Results: The reviewed studies indicate that e-learning significantly improves students’ cognitive understanding and self-efficacy in CPR performance. However, practical skill retention tends to be higher when e-learning is combined with hands-on or simulation-based training. The flexibility and accessibility of e-learning platforms also enhance student engagement and learning motivation.

Conclusion: E-learning is an effective educational strategy for developing CPR-related knowledge and readiness among students before clinical practice. Nevertheless, optimal skill acquisition requires the integration of e-learning with direct practical sessions. Future research should explore hybrid training models and long-term retention outcomes.