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@article{206229,
        author = {Rani Catherine. K. V and Anniemol},
        title = {FROM AWARENESS TO ACTION: ENHANCING BASIC LIFE SUPPORT KNOWLEDGE THROUGH VIDEO-ASSISTED TEACHING AMONG COLLEGE STUDENTS},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {2},
        pages = {717-721},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=206229},
        abstract = {Background: Basic Life Support (BLS) is a vital emergency care procedure that helps maintain airway patency, breathing, and circulation in individuals experiencing life-threatening emergencies such as cardiac arrest. Adequate knowledge of BLS among young adults can contribute significantly to improving survival outcomes in emergency situations.
Objectives: The study aimed to assess the baseline knowledge of Basic Life Support among undergraduate students, evaluate the effectiveness of a video-assisted teaching programme on BLS knowledge, and determine the association between pre-test knowledge scores and selected demographic variables. Methods: A quantitative pre-experimental one-group pre-test–post-test design was adopted. The study was conducted among 30 undergraduate students of St. Xavier’s College, Thumba, selected through purposive sampling. Data were collected using a structured demographic questionnaire and a self-developed knowledge assessment tool on Basic Life Support. Following the pre-test, participants received a video-assisted teaching programme on BLS. Post-test assessment was conducted using the same questionnaire. Data were analysed using descriptive and inferential statistics. Results: In the pre-test, 20% of participants demonstrated poor knowledge, while 80% had good knowledge and none achieved an excellent score. Following the intervention, no participant remained in the poor knowledge category; 20% demonstrated good knowledge and 80% achieved excellent knowledge scores. The mean post-test knowledge score was substantially higher than the mean pre-test score. A paired t-test revealed a statistically significant improvement in knowledge following the intervention (t = 10.231), indicating the effectiveness of the video-assisted teaching programme. No significant association was observed between pre-test knowledge scores and selected demographic variables. Conclusion: The findings indicate that video-assisted teaching is an effective educational strategy for enhancing knowledge regarding Basic Life Support among undergraduate students. Incorporating structured BLS education programmes into higher education settings may strengthen emergency preparedness and promote community health awareness.},
        keywords = {Basic Life Support, Cardiopulmonary Resuscitation, Undergraduate Students, Video-Assisted Teaching, Knowledge, Health Education.},
        month = {July},
        }