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@article{205830,
        author = {Prof. Santhi Ramesh and Dr. Jeyabarathi and Ms. Angel Rose and Ms. Mary Theresa},
        title = {Effectiveness of Virtual Learning on Knowledge and Attitude Regarding Pediatric Advanced Life Support (PALS) Among Nursing Students: A Quasi-Experimental Study},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {1},
        pages = {7858-7861},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=205830},
        abstract = {Background
Pediatric Advanced Life Support (PALS) is an essential competency for nursing students involved in pediatric emergency care. Traditional teaching methods may not provide adequate exposure to emergency scenarios, leading to gaps in knowledge and clinical decision-making skills. Virtual learning has emerged as an innovative educational strategy that enhances student engagement and learning outcomes.

Objectives
To assess the effectiveness of virtual learning on knowledge and attitude regarding Pediatric Advanced Life Support among nursing students.

Methods
A quasi-experimental pre-test and post-test design was adopted among 60 nursing students selected through purposive sampling. Participants were divided into an experimental group (n=30) and a control group (n=30). The experimental group received virtual learning through a structured instructional video on PALS, while the control group underwent traditional simulation-based training. Knowledge was assessed using a structured multiple-choice questionnaire, and attitude was measured using a Likert scale. Data were analyzed using descriptive and inferential statistics.
Results
The mean pre-test knowledge scores were comparable between the experimental group (7.4) and control group (7.8). Following the intervention, the experimental group demonstrated a significantly higher mean post-test knowledge score (12.6) compared to the control group (9.9) (p < 0.05). The attitude score was also significantly higher in the experimental group (54 ± 4.8) than in the control group (46 ± 3.6), indicating a positive perception of virtual learning (t = 7.3, p < 0.001).

Conclusion
Virtual learning significantly improved nursing students' knowledge and attitude regarding Pediatric Advanced Life Support. The findings support the integration of virtual learning strategies into nursing curricula to enhance emergency preparedness and clinical reasoning skills.},
        keywords = {Virtual Learning, Pediatric Advanced Life Support, PALS, Nursing Students, Knowledge, Attitude, Simulation-Based Education.},
        month = {June},
        }