Comments/Brief Reports
Vol. 43 No. 3 (2026)
https://doi.org/10.4081/scenario.2026.691

From classroom to emergency: knowledge acquisition and retention following nurse-led simu-lation-based BLSD education in secondary schools

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Published: 15 September 2026
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BLSD, simulation-based education, CPR training, nurse educator, high school students, experiential learning, first responders

Authors

Luca Dal Corso
luca.dalcorso@aovr.veneto.it
Service for Development, Professionalism and Innovation, Integrated University Hospital of Verona, Italy.
Massimiliano Aldeghei
Department of Emergency andUrgency, Integrated University Hospital of Verona, Italy.
Elena Anselmi
Department of Pediatric Emergency Department, University of Verona, Italy.
Alberto Burro
Italian Resucitation Council Center, Integrated University Hospital of Verona, Italy.
Fabio Rossi
Dipartimento di Emergenza e Urgenze, Ospedale Universitario Integrato di Verona, Italy.
Gloria Longhi
Alp Trauma Clinic Dimaro, Italy.
Davide Silvagni
Pediatric Emergency Department,Integrated University Hospital of Verona, Italy.
Michele Zandonà
Department of Emergency andUrgency, Integrated University Hospital of Verona, Italy.
Maria Angela Cerruto
Service for Development, Professionalism and Innovation, Integrated University Hospital of Verona, Italy.

Introduction: Out-of-Hospital Cardiac Arrest (OHCA) remains a major public health challenge in which early Cardiopulmonary Resuscitation (CPR) and automated external defibrillator (AED) use are critical determinants of survival. Despite international recommendations promoting Basic Life Support and Defibrillation (BLSD) education in schools, first-aid training is not systematically implemented in Italian secondary education. This study evaluated the effectiveness of a nurse-led simulation-based BLSD training program in improving theoretical knowledge and medium-term retention among high school students.

Materials and Methods: a total of 430 final-year students attended an Italian Resuscitation Council (IRC)-based BLSD course including interactive lectures, realistic simulations, and structured debriefing. Knowledge was assessed using a standardized 20-item questionnaire administered before training (T0), immediately after training (T1), and four months later without prior notice (T2).

Results: mean correct responses increased from 42.34% at T0 to 77.02% at T1 (p < 0.001). At follow-up, scores remained significantly higher than baseline (70.44%; p < 0.001), despite a moderate decline compared with immediate post-training results. No gender-related differences emerged.

Conclusions: simulation-based BLSD education appears effective in promoting both knowledge acquisition and medium-term retention in adolescents. These findings support the potential value of nurse-led BLSD training programs in secondary schools and suggest that their integration into school curricula may represent an important educational and public health strategy.

 

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How to Cite



From classroom to emergency: knowledge acquisition and retention following nurse-led simu-lation-based BLSD education in secondary schools. (2026). Scenario® - Il Nursing Nella Sopravvivenza, 43(3). https://doi.org/10.4081/scenario.2026.691
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