2020 Volume 8 Pages 28-37
Instructors have improved self-efficacy at Basic Life Support (BLS) workshops. However, we do not know precisely how the instructor affected the improvements. We conducted one-on-one semi-structured interviews with nine nurses who had participated in BLS workshops for junior high school students, and qualitatively analyzed the interview data using Steps for Coding and Theorization (SCAT). SCAT extracted 626 datapoints covering the following: BLS difficulty teaching; students’ learning attitudes; teaching junior high school students; teaching results; teaching how to use words; improvement points in workshops; teaching responsibilities; teaching according to students’ understanding; learning and using teaching methods; teaching with reason; we will continue to participate in BLS workshops; I believe in teaching; learning from reflection; your own growth; and 14 other groupings.Nurses showed five stages of behavior change: awareness, response, practice, maintenance, and establishment. It is suggested that these changes reflect Kolb's circular experience of learning, by continuing the instructor's lessons. These changes can be used for clinical work.
