Using design thinking to identify training needs in CPR education: a qualitative study with nursing students and professionals

Abstract

Antecedentes: A pesar de la importancia de la reanimación cardiopulmonar (RCP) para mejorar las tasas de supervivencia tras una parada cardiaca, los estudiantes de enfermería suelen enfrentar dificultades relacionadas con la retención de habilidades, la preparación emocional y la confianza. Se han propuesto estrategias pedagógicas innovadoras, como el aprendizaje basado en simulación y el uso de realidad virtual (RV), como herramientas potenciales para mejorar la formación en RCP. Este estudio explora las necesidades formativas y las barreras emocionales desde la perspectiva de estudiantes y profesionales sanitarios utilizando un enfoque de Design Thinking. Métodos: Se realizó un estudio cualitativo exploratorio como fase preliminar de un ensayo controlado aleatorizado. Se llevaron a cabo sesiones grupales estructuradas con 120 estudiantes de enfermería y 20 profesionales sanitarios, utilizando mapas de empatía. Los datos se analizaron mediante análisis temático. Resultados: Se identificaron cuatro temas principales: necesidad de mayor práctica, falta de autoconfianza, desconexión teoría-práctica y estrés emocional. Conclusiones: La realidad virtual puede complementar la formación tradicional, fortaleciendo la competencia técnica y emocional en RCP.

Background: Despite the importance of cardiopulmonary resuscitation (CPR) in improving survival rates after cardiac arrest, nursing students often experience challenges related to skill retention, emotional readiness, and confidence. Innovative pedagogical strategies, such as simulation-based learning and the use of virtual reality (VR), have been suggested as potential tools to enhance CPR training. This study explores training needs and emotional barriers from the perspective of students and healthcare professionals using a Design Thinking approach. Methods: An exploratory qualitative study was conducted as part of the preliminary phase of a larger randomized controlled trial. Structured group sessions using empathy mapping—a core tool of Design Thinking—were held with 120 undergraduate nursing students and 20 healthcare professionals. Data were analyzed thematically following Braun and Clarke’s six-phase method. Two independent coders ensured reliability through consensus. Results: Four major themes were identified: need for increased hands-on practice, lack of self-confidence during emergency scenarios, disconnect between theory and real-life application, and emotional stress related to fear of failure. Participants expressed that immersive tools like VR could offer a safe environment for repeated exposure. Conclusions: Findings suggest that virtual reality may act as a complementary tool to traditional simulation-based training, enhancing emotional safety and learner confidence.