Nurses' CPR knowledge in Bangladesh

Nurses' CPR knowledge in Bangladesh | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Nurses' CPR knowledge in Bangladesh Md. Fahim Islam This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9561256/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Cardiopulmonary resuscitation (CPR) is a life-saving intervention where nurses often serve as first responders. In Bangladesh, limited data exists on nurses’ CPR knowledge, particularly in regional hospitals. This study aimed to assess nurses’ knowledge regarding CPR and identify associated factors at Rangpur Medical College Hospital. Methods A descriptive cross-sectional study was conducted from January to July 2025 among 50 nurses working in cardiology, coronary care unit (CCU), and emergency departments. Data were collected using a structured questionnaire comprising socio-demographic items and 25 knowledge questions about CPR. Knowledge scores were categorized as low ( ≤ 12), moderate (13–18), or high ( ≥ 19). Chi-square tests were used to examine associations between knowledge level and independent variables. Results The majority of participants were female (60.0%), aged 31–40 years (42.0%), and held a Diploma in Nursing (48.0%). Overall, 54.0% demonstrated high CPR knowledge, 10.0% moderate knowledge, and 36.0% low knowledge. Most nurses correctly identified the compression-to-ventilation ratio (74.0%), proper hand position (82.0%), and the goal of CPR as return of spontaneous circulation (84.0%). However, misconceptions persisted: 58.0% be- lieved compressions should be "fast and shallow," and 44.0% thought compressions should be interrupted frequently to check for ROSC. A statistically significant association was found be- tween recency of CPR training and knowledge level ( χ 2 = 50.825, p = 0.001), with all nurses trained within the past year demonstrating high knowledge. No significant association was found between educational qualification and knowledge level ( χ 2 = 3.806, p = 0.433). Conclusions While over half of nurses demonstrated high CPR knowledge, a substantial pro- Nursing Cardiopulmonary resuscitation nurses’ knowledge Bangladesh cardiac arrest training Figures Figure 1 1. Introduction Cardiopulmonary resuscitation (CPR) is a vital emergency intervention performed when an individual experiences sudden cardiac arrest—a condition where the heart unexpectedly stops pumping blood to vital organs. Without immediate action, irreversible brain damage occurs within 4–6 minutes, followed by death (kouwenhoven1960closed). CPR maintains artificial circulation and oxygenation until advanced medical care becomes available. Since Kouwen- hoven, Jude, and Knickerbocker first described external chest compressions in the early 1960s, CPR protocols have evolved substantially through research and clinical experience, culminat- ing in internationally recognized guidelines from organizations such as the American Heart Association (AHA) and European Resuscitation Council (ERC) (aha2020; erc2021). The effectiveness of CPR is highly time-dependent. Research consistently demonstrates that for every minute delay in initiating CPR, survival decreases by 7–10% without defibril- lation (larsen2020). Early, high-quality CPR can double or triple survival chances. Global data indicate that trained healthcare professionals can achieve return of spontaneous circula- tion (ROSC) rates as high as 45% in hospital settings (abella2005). However, skill retention remains challenging, with proficiency declining within 3–6 months post-training, particularly for psychomotor skills (nasir2020). Nurses occupy a central role in CPR provision, often being first responders to in- hospital cardiac arrests. Their ability to recognize unresponsiveness, absent pulse, and ab- normal breathing, and to immediately initiate CPR, is critical to patient survival. Yet studies worldwide reveal varying competence levels. In Saudi Arabia, only 54% of nurses correctly identified all basic life support steps (alotaibi2017). In the United States, approximately 40% failed to maintain adequate compression depth during simulated drills despite valid certification (madden2006). In the United Kingdom, 30% reported low confidence performing CPR under pressure (price2018). In Bangladesh, CPR education among nurses is inconsistent. While urban hospitals may access Basic Life Support (BLS) programs, rural facilities often lack structured training. Rahman et al. found only 52% of Dhaka nurses felt confident in their CPR skills, with 38% never attending formal CPR training (rahman2019). Islam et al. reported that 45% of rural nurses lacked sufficient CPR knowledge (islam2020). Chowdhury observed that fewer than 60% of nurses had refresher training within two years (chowdhury2021). National out-of- hospital cardiac arrest survival rates are estimated at 12%, below the global average of 20–30% (who2021). Given cardiovascular disease as a leading cause of death in Bangladesh, enhancing nurses’ CPR competence is an urgent priority. This study assessed current CPR knowledge levels among nurses at Rangpur Medical College Hospital, identified training gaps, and exam- ined factors influencing knowledge retention to inform targeted interventions. 2. Methods 2.1. Study Design and Setting This descriptive cross-sectional study was conducted at Rangpur Medical College Hospital (RpMCH), a tertiary care hospital in northern Bangladesh, from January to July 2025. 2.2. Study Population and Sampling The study population comprised senior staff nurses providing direct care in cardiology, CCU, and emergency departments. Using Yamane’s formula with a population of 66 nurses and 5% margin of error, the calculated sample size was 57. Due to student researcher constraints and financial limitations, 50 nurses were enrolled using purposive sampling. 2.3. Inclusion and Exclusion Criteria Inclusion criteria were: registered nurses currently employed in cardiology, CCU, or emer- gency departments; willingness to participate; and at least six months of ward experience. Exclusion criteria were: unwillingness to participate, declined consent, or long-term leave. 2.4. Data Collection Instrument Data were collected via face-to-face interviews using a structured questionnaire developed through literature review. The instrument comprised: Section A : Socio-demographic characteristics (10 items) including age, gender, educa- tion, clinical experience, department, CPR training history, and specialization courses. Section B : CPR knowledge assessment (25 items) covering compression rate, depth, hand position, pulse check, ventilation, and emergency response. Questions used "Yes/No" or best-answer formats. Each correct response received 1 point; incorrect responses received 0. Total scores ranged from 0–25, categorized as: low knowledge ( ≤ 12), mod- erate knowledge (13–18), or high knowledge ( ≥ 19). 2.5. Data Collection Procedure Permission was obtained from the RpMCH authority and the Rangpur Community Nursing College ethical committee. The nursing superintendent facilitated access to participants. The researcher explained study purposes and importance, obtained verbal and written informed consent, and administered questionnaires, allowing 30 minutes for completion. 2.6. Data Analysis Data were entered and analyzed using SPSS version 27. Descriptive statistics (frequencies, percentages) summarized socio-demographic characteristics and knowledge responses. Chi- square tests examined associations between knowledge level and independent variables (last CPR training, educational qualification). Statistical significance was set at p < 0.05. 2.7. Ethical Considerations Ethical clearance was obtained from the Rangpur Community Nursing College ethical com- mittee. Institutional permission was secured through formal approach letters. Participants provided informed consent and were assured of confidentiality, anonymity, and the right to withdraw without penalty. 3. Results 3.1. Socio-demographic Characteristics Among 50 participants, females constituted 60.0% and males 40.0%. The predominant age group was 31–40 years (42.0%), followed by 41–50 years (26.0%), 20–30 years (24.0%), and above 50 years (8.0%). Regarding education, 48.0% held a Diploma in Nursing, 26.0% a Bach- elor’s degree, and 26.0% postgraduate qualifications. Clinical experience distribution showed 20 nurses (40.0%) with 6–10 years, 13 (26.0%) with > 10 years, 9 (18.0%) with 0–5 years, and 8 (16.0%) with < 1 year. Participants worked in emergency (40.0%), CCU (32.0%), and cardiology departments (28.0%) (Table 1 ). Table 1 Socio-demographic Characteristics of Participants (N = 50) CharacteristicCategory Frequency (n) Percentage (%) 20–30 years 12 24.0 Age31-40 years 21 42.0 41–50 years 13 26.0 Above 50 years 4 8.0 GenderMale 20 40.0 Female 30 60.0 Diploma in Nursing 24 48.0 Educational QualificationBachelor’s Degree 13 26.0 Postgraduation 13 26.0 10 years 13 26.0 Emergency 20 40.0 DepartmentCCU 16 32.0 Cardiology 14 28.0 3.2. CPR Training History Most nurses (76.0%, n = 38) reported receiving formal CPR training. Training recency varied: 30.0% trained 1 year ago, and 24.0% never trained. Specialized course completion was reported by 76.0% (n = 38), primarily in CPR. 3.3. CPR Knowledge Assessment 3.3.1. Core Knowledge Areas Compression rate : 64.0% correctly identified 100–120/min Compression depth : 56.0% correctly selected "at least 2 inches" Hand position : 62.0% correctly identified "heel of one hand over center sternum" Pulse check : 74.0% correctly identified carotid artery Emergency response : 78.0% would start CPR immediately for no pulse/breathing Chest recoil purpose : 52.0% correctly understood it allows heart refill Effective ventilation : 68.0% identified chest rise and fall Airway obstruction : 60.0% would carefully remove visible objects CPR surface : 82.0% recognized need for firm, hard surface CPR effectiveness : 70.0% identified ROSC as best indicator 3.3.2. Knowledge Questions (Yes/No) Correct compression-ventilation ratio (30:2): 74.0% answered correctly Proper hand position essential: 82.0% agreed Recovery position for unconscious breathing patient: 78.0% correct Goal of CPR is ROSC: 84.0% correct Nurses ethically responsible for initiating CPR: 86.0% agreed AED use when available: 80.0% correct DNR patients should not receive CPR: 80.0% correct Two-rescuer switching after 5 cycles: 72.0% correct Rescue breaths should cause chest rise: 64.0% correct 3.3.3. Misconceptions 58.0% believed compressions should be "fast and shallow" 44.0% thought compressions should be interrupted often to check for ROSC 38.0% would stop CPR after first AED shock 34.0% believed CPR should be done in all cardiac emergencies 28.0% disagreed with two-rescuer role switching 3.4. Factors Associated with Knowledge Level 3.4.1. Overall Knowledge Level High knowledge ( ≥ 19): 54.0% (n = 27) Moderate knowledge (13–18): 10.0% (n = 5) Low knowledge ( ≤ 12): 36.0% (n = 18) 3.4.2. Association with Last CPR Training Crosstabulation revealed that all nurses trained within the past year (n = 27) demonstrated high knowledge. Among those trained > 1 year ago (n = 11), 72.7% had low knowledge and 27.3% moderate knowledge. Among never-trained nurses (n = 12), 83.3% had low knowledge and 16.7% moderate knowledge. Chi-square analysis confirmed a statistically significant associa- tion ( χ 2 = 50.825, p = 0.001) (Tables 2 and 3). Table 2 Association Between Last CPR Training and Knowledge Level Last CPR Training Low Knowledge n (%) Moderate Knowledge n (%) High Knowledge n (%) 1 year ago 8 (72.7) 3 (27.3) 0 (0.0) Never trained 10 (83.3) 2 (16.7) 0 (0.0) Total 18 (36.0) 5 (10.0) 27 (54.0) Table 3: Chi-Square Test for Last CPR Training and Knowledge Level Value df Asymptotic Significance (2-sided) Pearson Chi-Square 50.825 6 0.001 Likelihood Ratio 69.375 6 0.001 Linear-by-Linear Association 37.165 1 0.001 N of Valid Cases 50 Note 7 cells (58.3%) have expected count less than 5. The minimum expected count is 1.10. 3.4.3. Association with Educational Qualification No significant association was found between educational level and knowledge ( χ 2 = 3.806, p = 0.433). High knowledge was demonstrated by 54.2% of diploma holders, 61.5% of bache- lor’s degree holders, and 46.2% of postgraduates (Tables 4 and 5). Table 4: Association Between Educational Qualification and Knowledge Level Educational Qualification Low Knowledge n (%) Moderate Knowledge n (%) High Knowledge n Diploma in Nursing 10 (41.7) 1 (4.2) 13 (54.2) Bachelor’s Degree 4 (30.8) 1 (7.7) 8 (61.5) Postgraduation 4 (30.8) 3 (23.1) 6 (46.2) Total 18 (36.0) 5 (10.0) 27 (54.0) Table 5: Chi-Square Test for Educational Qualification and Knowledge Level Value df Asymptotic Significance (2-sided) Pearson Chi-Square 3.806 4 0.433 Likelihood Ratio 3.440 4 0.487 Linear-by-Linear Association 0.031 1 0.859 N of Valid Cases 50 Note 5 cells (55.6%) have expected count less than 5. The minimum expected count is 1.30. 4. Discussion This study assessed CPR knowledge among 50 nurses at a tertiary hospital in Bangladesh, revealing that 54.0% demonstrated high knowledge, while a concerning 36.0% had low knowl- edge. These findings align with regional studies showing variable CPR competence among nurses in South Asian settings (alotaibi2017; rahman2019; islam2020; shrestha2021). The strong association between recent CPR training and high knowledge levels (p = 0.001) corroborates global evidence that skill retention declines without regular practice. Nasir et al.’s systematic review similarly found significant knowledge decay within 3–6 months with- out refresher training (nasir2020). Our finding that all nurses trained within the past year demonstrated high knowledge underscores the critical importance of frequent, ongoing edu- cation. This supports recommendations from the AHA and ERC advocating for more frequent refresher training than the standard two-year certification cycle (aha2020; erc2021). Notably, educational qualification showed no significant association with knowledge level (p = 0.433), suggesting that formal degrees alone do not ensure CPR competence. This finding is consistent with Hamilton’s observation that practical skills and knowledge require dedicated reinforcement beyond basic nursing education (hamilton2018). It emphasizes that CPR competency must be actively maintained through practice rather than assumed based on academic credentials. Participants demonstrated strong knowledge in several areas: compression rate (64.0% correct), hand position (62.0%), pulse check (74.0%), and immediate CPR initiation (78.0%). These rates are comparable to or better than findings from similar studies. Alotaibi et al. re- ported only 48% of Saudi nurses correctly identified compression-to-ventilation ratios (alotaibi2017), while our participants achieved 74.0% correct on this measure. This may reflect recent training initiatives or differences in study populations. However, persistent misconceptions warrant attention. Over half (58.0%) believed com- pressions should be "fast and shallow," contradicting guidelines emphasizing adequate depth and full recoil. Nearly half (44.0%) would interrupt compressions frequently to check for ROSC, which could reduce coronary perfusion pressure and compromise outcomes. These gaps mirror challenges identified in other middle-income countries. In Jordan, Al-Najjar et al. found 40% of nurses failed to maintain adequate compression depth (alnajjar2017). In Brazil, Silva et al. observed that despite good theoretical knowledge, only 40% retained practical skills after six months (silva2019). The proportion of nurses with no formal CPR training (24.0%) or training > 1 year ago (22.0%) represents a significant patient safety concern. This finding is consistent with Chowdhury’s report that fewer than 60% of Bangladeshi nurses had attended refresher training within two years (chowdhury2021). Limited access to simulation labs, shortage of certified instructors, and absence of mandatory recertification policies likely contribute to this gap. The study’s findings have important implications for clinical practice and health pol- icy in Bangladesh. First, institutionalizing regular, mandatory CPR refresher training—at least annually—is essential. Second, simulation-based learning with feedback mechanisms can en- hance skill acquisition and retention. Third, integrating CPR competency into performance evaluations would emphasize its priority. Fourth, developing a national standardized CPR cur- riculum and certification system would ensure consistent quality across healthcare facilities. 5. Limitations This study has several limitations. First, the small sample size (n = 50) from a single institu- tion limits generalizability. Second, purposive sampling may introduce selection bias. Third, knowledge assessment alone may not reflect actual clinical performance; practical skills eval- uation would provide more comprehensive insight. Fourth, the cross-sectional design cannot establish causality. Fifth, self-reported training history may be subject to recall bias. Future research should include larger, multi-center samples with direct observation of CPR skills and longitudinal follow-up to assess skill retention over time. 6. Conclusions This study demonstrates that while a majority of nurses at Rangpur Medical College Hospital possess adequate CPR knowledge, significant gaps persist among over one-third of respon- dents. Recent CPR training strongly predicts higher knowledge levels, emphasizing the need for regular, structured refresher courses. Educational qualification alone does not ensure com- petence, highlighting that CPR skills require active maintenance. Addressing knowledge gaps through targeted interventions, simulation-based learning, and institutional policies mandating regular recertification could substantially improve CPR quality and patient outcomes. These findings contribute to the limited body of evidence on nurses’ CPR knowledge in Bangladesh and offer insights for strengthening emergency preparedness in similar resource-constrained settings. 7. Recommendations Implement regular CPR refresher training : Mandate at least annual CPR updates for all nurses, particularly those in high-acuity departments. Establish simulation-based learning programs : Incorporate hands-on practice with feedback-enabled manikins to improve skill acquisition and retention. Develop hospital CPR certification systems : Create internal certification requiring renewal every 1–2 years, with consequences for non-compliance. Integrate CPR into nursing curricula : Strengthen undergraduate CPR education with emphasis on practical skills and recent guidelines. Promote peer-led practice sessions : Encourage departmental CPR drills and peer coaching to maintain readiness. Display CPR protocols prominently : Ensure easy access to current guidelines in clin- ical areas. Include CPR competency in performance evaluations : Make CPR proficiency a component of annual nursing assessments. Declarations Acknowledgments The authors thank the nursing staff at Rangpur Medical College Hospital for their participation, the nursing superintendent for facilitating data collection, and Md. Mazbaul Hasan for research guidance. References [kouwenhoven1960closed] Kouwenhoven WB, Jude JR, Knickerbocker GG. Closed-chest cardiac massage. JAMA . 1960;173(10):1064-7. [aha2020] American Heart Association. Highlights of the 2020 AHA Guidelines for CPR and ECC. Dallas, TX: AHA; 2020. [erc2021] European Resuscitation Council. European Resuscitation Guidelines 2021. Brus- sels: ERC; 2021. [larsen2020] Larsen P, et al. Predicting survival from out-of-hospital cardiac arrest: a system- atic review. Resuscitation . 2020;157:59-67. [abella2005] Abella BS, et al. Quality of cardiopulmonary resuscitation during in-hospital cardiac arrest. JAMA . 2005;293(3):305-10. [nasir2020] Nasir M, Raza A, Ahmed R. Retention of CPR knowledge and skills: A systematic review. Int J Med Educ Train . 2020;12(1):45-52. [alotaibi2017] Alotaibi O, Alamri F, Almufleh L, Al-Shamrani A. Knowledge and attitude of Basic Life Support among health professionals in Riyadh, Saudi Arabia. Saudi J Health Sci . 2017;6(1):22-5. [madden2006] Madden C. Undergraduate nursing students’ acquisition and retention of CPR knowledge and skills. Nurse Educ Today . 2006;26(3):218-27. [price2018] Price C, Everson T, Adams A. Assessing nurses’ confidence in performing car- diopulmonary resuscitation: A cross-sectional study. Br J Nurs . 2018;27(15):893-7. [rahman2019] Rahman M, Karim R, Noor T. Nurses’ knowledge and confidence in CPR per- formance in tertiary hospitals of Dhaka. J Emerg Trauma Care . 2019;5(1):20-6. [islam2020] Islam T, Rahman S, Akhter S. Evaluation of CPR competency among nurses in rural health facilities of Bangladesh. J Nurs Pract Res . 2020;4(1):10-7. [chowdhury2021] Chowdhury MS. Assessment of CPR knowledge among nurses in emer- gency departments of public hospitals in Bangladesh. Bangladesh Med J . 2021;50(2):35- 42. [who2021] World Health Organization. Global report on cardiac arrest and resuscitation. Geneva: WHO Press; 2021. [shrestha2021] Shrestha R, Singh S, Bista R. Basic life support knowledge and practices among nurses in a tertiary hospital of Nepal. J Clin Diagn Res . 2021;15(5):LC01-5. [hamilton2018] Hamilton R. Nurses’ knowledge and skill retention following cardiopul- monary resuscitation training: A review of the literature. Nurs Stand . 2018;33(2):72-8. [alnajjar2017] Al-Najjar F, et al. Factors influencing nurses’ CPR performance in Jordanian hospitals. Jordan Med J . 2017;51(3):145-53. [silva2019] Silva A, et al. Theoretical knowledge versus practical skills in CPR among Brazil- ian nurses. Rev Lat Am Enfermagem . 2019;27:e3172. Additional Declarations The authors declare no competing interests. Supplementary Files Appendix.docx image.png Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9561256","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":631513271,"identity":"9807e129-b8e6-4f58-a89b-16919701e336","order_by":0,"name":"Md. 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Introduction","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eCardiopulmonary resuscitation (CPR) is a vital emergency intervention performed when an individual experiences sudden cardiac arrest\u0026mdash;a condition where the heart unexpectedly stops pumping blood to vital organs. Without immediate action, irreversible brain damage occurs within 4\u0026ndash;6 minutes, followed by death (kouwenhoven1960closed). CPR maintains artificial circulation and oxygenation until advanced medical care becomes available. Since Kouwen- hoven, Jude, and Knickerbocker first described external chest compressions in the early 1960s, CPR protocols have evolved substantially through research and clinical experience, culminat- ing in internationally recognized guidelines from organizations such as the American Heart Association (AHA) and European Resuscitation Council (ERC) (aha2020; erc2021).\u003c/p\u003e\u003cp\u003eThe effectiveness of CPR is highly time-dependent. Research consistently demonstrates that for every minute delay in initiating CPR, survival decreases by 7\u0026ndash;10% without defibril- lation (larsen2020). Early, high-quality CPR can double or triple survival chances. Global data indicate that trained healthcare professionals can achieve return of spontaneous circula- tion (ROSC) rates as high as 45% in hospital settings (abella2005). However, skill retention remains challenging, with proficiency declining within 3\u0026ndash;6 months post-training, particularly for psychomotor skills (nasir2020).\u003c/p\u003e\u003cp\u003eNurses occupy a central role in CPR provision, often being first responders to in- hospital cardiac arrests. Their ability to recognize unresponsiveness, absent pulse, and ab- normal breathing, and to immediately initiate CPR, is critical to patient survival. Yet studies worldwide reveal varying competence levels. In Saudi Arabia, only 54% of nurses correctly identified all basic life support steps (alotaibi2017). In the United States, approximately 40% failed to maintain adequate compression depth during simulated drills despite valid certification (madden2006). In the United Kingdom, 30% reported low confidence performing CPR under pressure (price2018).\u003c/p\u003e\u003cp\u003eIn Bangladesh, CPR education among nurses is inconsistent. While urban hospitals may access Basic Life Support (BLS) programs, rural facilities often lack structured training. Rahman et al. found only 52% of Dhaka nurses felt confident in their CPR skills, with 38% never attending formal CPR training (rahman2019). Islam et al. reported that 45% of rural nurses lacked sufficient CPR knowledge (islam2020). Chowdhury observed that fewer than 60% of nurses had refresher training within two years (chowdhury2021). National out-of- hospital cardiac arrest survival rates are estimated at 12%, below the global average of 20\u0026ndash;30% (who2021).\u003c/p\u003e\u003cp\u003eGiven cardiovascular disease as a leading cause of death in Bangladesh, enhancing nurses\u0026rsquo; CPR competence is an urgent priority. This study assessed current CPR knowledge levels among nurses at Rangpur Medical College Hospital, identified training gaps, and exam- ined factors influencing knowledge retention to inform targeted interventions.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"2. Methods","content":"\u003cdiv id=\"Sec3\"\u003e\n \u003ch2\u003e2.1. Study Design and Setting\u003c/h2\u003e\n \u003cdiv\u003e\n \u003cp\u003eThis descriptive cross-sectional study was conducted at Rangpur Medical College Hospital (RpMCH), a tertiary care hospital in northern Bangladesh, from January to July 2025.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec4\"\u003e\n \u003ch2\u003e2.2. Study Population and Sampling\u003c/h2\u003e\n \u003cdiv\u003e\n \u003cp\u003eThe study population comprised senior staff nurses providing direct care in cardiology, CCU, and emergency departments. Using Yamane\u0026rsquo;s formula with a population of 66 nurses and 5% margin of error, the calculated sample size was 57. Due to student researcher constraints and financial limitations, 50 nurses were enrolled using purposive sampling.\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003e\u003cimg src=\"data:image/png;base64,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\" style=\"width: 451px;\"\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003ch2\u003e\u003cstrong\u003e2.3. Inclusion and Exclusion Criteria\u003c/strong\u003e\u003c/h2\u003e\n\u003cdiv\u003e\n \u003cp\u003e\u003cstrong\u003eInclusion criteria\u003c/strong\u003e were: registered nurses currently employed in cardiology, CCU, or emer- gency departments; willingness to participate; and at least six months of ward experience. \u003cstrong\u003eExclusion criteria\u003c/strong\u003e were: unwillingness to participate, declined consent, or long-term leave.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec6\"\u003e\n \u003ch2\u003e2.4. Data Collection Instrument\u003c/h2\u003e\n \u003cdiv\u003e\n \u003cp\u003eData were collected via face-to-face interviews using a structured questionnaire developed through literature review. The instrument comprised:\u003c/p\u003e\n \u003c/div\u003e\n \u003cul\u003e\n \u003cli\u003e\n \u003cp\u003e\u003cstrong\u003eSection A\u003c/strong\u003e: Socio-demographic characteristics (10 items) including age, gender, educa- tion, clinical experience, department, CPR training history, and specialization courses.\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003e\u003cstrong\u003eSection B\u003c/strong\u003e: CPR knowledge assessment (25 items) covering compression rate, depth, hand position, pulse check, ventilation, and emergency response. Questions used \u0026quot;Yes/No\u0026quot; or best-answer formats. Each correct response received 1 point; incorrect responses received 0. Total scores ranged from 0\u0026ndash;25, categorized as: low knowledge (\u003cem\u003e\u0026le;\u003c/em\u003e\u0026thinsp;12), mod- erate knowledge (13\u0026ndash;18), or high knowledge (\u003cem\u003e\u0026ge;\u003c/em\u003e\u0026thinsp;19).\u003c/p\u003e\n \u003c/li\u003e\n \u003c/ul\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec7\"\u003e\n \u003ch2\u003e2.5. Data Collection Procedure\u003c/h2\u003e\n \u003cdiv\u003e\n \u003cp\u003ePermission was obtained from the RpMCH authority and the Rangpur Community Nursing College ethical committee. The nursing superintendent facilitated access to participants. The researcher explained study purposes and importance, obtained verbal and written informed consent, and administered questionnaires, allowing 30 minutes for completion.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\"\u003e\n \u003ch2\u003e2.6. Data Analysis\u003c/h2\u003e\n \u003cdiv\u003e\n \u003cp\u003eData were entered and analyzed using SPSS version 27. Descriptive statistics (frequencies, percentages) summarized socio-demographic characteristics and knowledge responses. Chi- square tests examined associations between knowledge level and independent variables (last CPR training, educational qualification). Statistical significance was set at p\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec9\"\u003e\n \u003ch2\u003e2.7. Ethical Considerations\u003c/h2\u003e\n \u003cdiv\u003e\n \u003cp\u003eEthical clearance was obtained from the Rangpur Community Nursing College ethical com- mittee. Institutional permission was secured through formal approach letters. Participants provided informed consent and were assured of confidentiality, anonymity, and the right to withdraw without penalty.\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"3. Results","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\n\u003ch2\u003e3.1. Socio-demographic Characteristics\u003c/h2\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eAmong 50 participants, females constituted 60.0% and males 40.0%. The predominant age group was 31\u0026ndash;40 years (42.0%), followed by 41\u0026ndash;50 years (26.0%), 20\u0026ndash;30 years (24.0%), and above 50 years (8.0%). Regarding education, 48.0% held a Diploma in Nursing, 26.0% a Bach- elor\u0026rsquo;s degree, and 26.0% postgraduate qualifications. Clinical experience distribution showed 20 nurses (40.0%) with 6\u0026ndash;10 years, 13 (26.0%) with \u0026gt;\u0026thinsp;10 years, 9 (18.0%) with 0\u0026ndash;5 years, and 8 (16.0%) with \u0026lt;\u0026thinsp;1 year. Participants worked in emergency (40.0%), CCU (32.0%), and cardiology departments (28.0%) (Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab1\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eSocio-demographic Characteristics of Participants (N\u0026thinsp;=\u0026thinsp;50)\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eCharacteristicCategory\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eFrequency (n)\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003ePercentage (%)\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e20\u0026ndash;30 years\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e24.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAge31-40 years\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e21\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e42.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e41\u0026ndash;50 years\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e13\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e26.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAbove 50 years\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e8.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eGenderMale\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e20\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e40.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eFemale\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e30\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e60.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDiploma in Nursing\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e24\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e48.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eEducational QualificationBachelor\u0026rsquo;s Degree\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e13\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e26.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePostgraduation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e13\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e26.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026lt;\u0026thinsp;1 year\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e8\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e16.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eClinical Experience1-5 years\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e9\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e18.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e20\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e40.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026gt;\u0026thinsp;10 years\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e13\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e26.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eEmergency\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e20\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e40.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDepartmentCCU\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e16\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e32.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCardiology\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e14\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e28.0\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n\u003ch2\u003e3.2. CPR Training History\u003c/h2\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eMost nurses (76.0%, n\u0026thinsp;=\u0026thinsp;38) reported receiving formal CPR training. Training recency varied: 30.0% trained\u0026thinsp;\u0026lt;\u0026thinsp;6 months ago, 24.0% trained 6 months-1 year ago, 22.0% trained\u0026thinsp;\u0026gt;\u0026thinsp;1 year ago, and 24.0% never trained. Specialized course completion was reported by 76.0% (n\u0026thinsp;=\u0026thinsp;38), primarily in CPR.\u003c/p\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\n\u003ch2\u003e3.3. CPR Knowledge Assessment\u003c/h2\u003e\n\u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\n\u003ch2\u003e3.3.1. Core Knowledge Areas\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003eCompression rate\u003c/strong\u003e: 64.0% correctly identified 100\u0026ndash;120/min\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003eCompression depth\u003c/strong\u003e: 56.0% correctly selected \"at least 2 inches\"\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003eHand position\u003c/strong\u003e: 62.0% correctly identified \"heel of one hand over center sternum\"\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003ePulse check\u003c/strong\u003e: 74.0% correctly identified carotid artery\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003eEmergency response\u003c/strong\u003e: 78.0% would start CPR immediately for no pulse/breathing\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003eChest recoil purpose\u003c/strong\u003e: 52.0% correctly understood it allows heart refill\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003eEffective ventilation\u003c/strong\u003e: 68.0% identified chest rise and fall\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003eAirway obstruction\u003c/strong\u003e: 60.0% would carefully remove visible objects\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003eCPR surface\u003c/strong\u003e: 82.0% recognized need for firm, hard surface\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e\u003cstrong\u003eCPR effectiveness\u003c/strong\u003e: 70.0% identified ROSC as best indicator\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec15\" class=\"Section3\"\u003e\n\u003ch2\u003e3.3.2. Knowledge Questions (Yes/No)\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003eCorrect compression-ventilation ratio (30:2): 74.0% answered correctly\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eProper hand position essential: 82.0% agreed\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eRecovery position for unconscious breathing patient: 78.0% correct\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eGoal of CPR is ROSC: 84.0% correct\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eNurses ethically responsible for initiating CPR: 86.0% agreed\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eAED use when available: 80.0% correct\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eDNR patients should not receive CPR: 80.0% correct\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eTwo-rescuer switching after 5 cycles: 72.0% correct\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eRescue breaths should cause chest rise: 64.0% correct\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\n\u003ch2\u003e3.3.3. Misconceptions\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e58.0% believed compressions should be \"fast and shallow\"\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e44.0% thought compressions should be interrupted often to check for ROSC\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e38.0% would stop CPR after first AED shock\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e34.0% believed CPR should be done in all cardiac emergencies\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003e28.0% disagreed with two-rescuer role switching\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\n\u003ch2\u003e3.4. Factors Associated with Knowledge Level\u003c/h2\u003e\n\u003cdiv id=\"Sec18\" class=\"Section3\"\u003e\n\u003ch2\u003e3.4.1. Overall Knowledge Level\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003eHigh knowledge (\u003cem\u003e\u0026ge;\u003c/em\u003e\u0026thinsp;19): 54.0% (n\u0026thinsp;=\u0026thinsp;27)\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eModerate knowledge (13\u0026ndash;18): 10.0% (n\u0026thinsp;=\u0026thinsp;5)\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eLow knowledge (\u003cem\u003e\u0026le;\u003c/em\u003e\u0026thinsp;12): 36.0% (n\u0026thinsp;=\u0026thinsp;18)\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec19\" class=\"Section3\"\u003e\n\u003ch2\u003e3.4.2. Association with Last CPR Training\u003c/h2\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eCrosstabulation revealed that all nurses trained within the past year (n\u0026thinsp;=\u0026thinsp;27) demonstrated high knowledge. Among those trained\u0026thinsp;\u0026gt;\u0026thinsp;1 year ago (n\u0026thinsp;=\u0026thinsp;11), 72.7% had low knowledge and 27.3% moderate knowledge. Among never-trained nurses (n\u0026thinsp;=\u0026thinsp;12), 83.3% had low knowledge and 16.7% moderate knowledge. Chi-square analysis confirmed a statistically significant associa- tion (\u003cem\u003e\u0026chi;\u003c/em\u003e\u003csup\u003e2\u003c/sup\u003e = 50.825, p\u0026thinsp;=\u0026thinsp;0.001) (Tables\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e and 3).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Tab2\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eAssociation Between Last CPR Training and Knowledge Level\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eLast CPR Training\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eLow Knowledge n (%)\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eModerate Knowledge n (%)\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eHigh Knowledge n (%)\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026lt;\u0026thinsp;6 months ago\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0 (0.0)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0 (0.0)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e15 (100.0)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e6 months-1 year\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0 (0.0)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0 (0.0)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12 (100.0)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026gt;\u0026thinsp;1 year ago\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e8 (72.7)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3 (27.3)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0 (0.0)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNever trained\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e10 (83.3)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e2 (16.7)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0 (0.0)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cstrong\u003e18 (36.0)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cstrong\u003e5 (10.0)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cstrong\u003e27 (54.0)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eTable 3: Chi-Square Test for Last CPR Training and Knowledge Level\u003c/p\u003e\n\u003c/div\u003e\n\u003ctable\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e\u003cstrong\u003eValue\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e\u003cstrong\u003edf\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e\u003cstrong\u003eAsymptotic\u003c/strong\u003e \u003cstrong\u003eSignificance\u003c/strong\u003e \u003cstrong\u003e(2-sided)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003ePearson Chi-Square\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e50.825\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e0.001\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003eLikelihood Ratio\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e69.375\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e0.001\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003eLinear-by-Linear Association\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e37.165\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e0.001\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003eN of Valid Cases\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e50\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eNote\u0026nbsp;\u003c/strong\u003e7\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003ecells (58.3%) have expected count less than 5. The minimum expected count is 1.10.\u003c/p\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec20\" class=\"Section3\"\u003e\n\u003ch2\u003e3.4.3. Association with Educational Qualification\u003c/h2\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eNo significant association was found between educational level and knowledge (\u003cem\u003e\u0026chi;\u003c/em\u003e\u003csup\u003e2\u003c/sup\u003e = 3.806, p\u0026thinsp;=\u0026thinsp;0.433). High knowledge was demonstrated by 54.2% of diploma holders, 61.5% of bache- lor\u0026rsquo;s degree holders, and 46.2% of postgraduates (Tables\u0026nbsp;4 and 5).\u003c/p\u003e\n\u003cp\u003eTable\u0026nbsp;4: Association Between Educational Qualification and Knowledge Level\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003cdiv class=\"colspec\" align=\"char\"\u003e\u0026nbsp;\u003c/div\u003e\n\u003ctable id=\"Taba\" border=\"1\"\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eEducational Qualification\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eLow Knowledge n (%)\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eModerate Knowledge n (%)\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eHigh Knowledge n\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eDiploma in Nursing\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003e10 (41.7)\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003e1 (4.2)\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003e13 (54.2)\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eBachelor\u0026rsquo;s Degree\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4 (30.8)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1 (7.7)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e8 (61.5)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePostgraduation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4 (30.8)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e3 (23.1)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e6 (46.2)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cstrong\u003e18 (36.0)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cstrong\u003e5 (10.0)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e\u003cstrong\u003e27 (54.0)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eTable 5: Chi-Square Test for Educational Qualification and Knowledge Level\u003c/p\u003e\n\u003ctable\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"54\"\u003e\n\u003cp\u003e\u003cstrong\u003eValue\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e\u003cstrong\u003edf\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e\u003cstrong\u003eAsymptotic\u003c/strong\u003e \u003cstrong\u003eSignificance\u003c/strong\u003e \u003cstrong\u003e(2-sided)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003ePearson Chi-Square\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"54\"\u003e\n\u003cp\u003e3.806\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e0.433\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003eLikelihood Ratio\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"54\"\u003e\n\u003cp\u003e3.440\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e0.487\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003eLinear-by-Linear Association\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"54\"\u003e\n\u003cp\u003e0.031\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e0.859\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"205\"\u003e\n\u003cp\u003eN of Valid Cases\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"54\"\u003e\n\u003cp\u003e50\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"30\"\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"243\"\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003eNote\u0026nbsp;\u003c/strong\u003e5\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003ecells (55.6%) have expected count less than 5. The minimum expected count is 1.30.\u003c/p\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003c/div\u003e"},{"header":"4. Discussion","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThis study assessed CPR knowledge among 50 nurses at a tertiary hospital in Bangladesh, revealing that 54.0% demonstrated high knowledge, while a concerning 36.0% had low knowl- edge. These findings align with regional studies showing variable CPR competence among nurses in South Asian settings (alotaibi2017; rahman2019; islam2020; shrestha2021).\u003c/p\u003e\u003cp\u003eThe strong association between recent CPR training and high knowledge levels (p\u0026thinsp;=\u0026thinsp;0.001) corroborates global evidence that skill retention declines without regular practice. Nasir et\u003c/p\u003e\u003cp\u003eal.\u0026rsquo;s systematic review similarly found significant knowledge decay within 3\u0026ndash;6 months with- out refresher training (nasir2020). Our finding that all nurses trained within the past year demonstrated high knowledge underscores the critical importance of frequent, ongoing edu- cation. This supports recommendations from the AHA and ERC advocating for more frequent refresher training than the standard two-year certification cycle (aha2020; erc2021).\u003c/p\u003e\u003cp\u003eNotably, educational qualification showed no significant association with knowledge level (p\u0026thinsp;=\u0026thinsp;0.433), suggesting that formal degrees alone do not ensure CPR competence. This finding is consistent with Hamilton\u0026rsquo;s observation that practical skills and knowledge require dedicated reinforcement beyond basic nursing education (hamilton2018). It emphasizes that CPR competency must be actively maintained through practice rather than assumed based on academic credentials.\u003c/p\u003e\u003cp\u003eParticipants demonstrated strong knowledge in several areas: compression rate (64.0% correct), hand position (62.0%), pulse check (74.0%), and immediate CPR initiation (78.0%). These rates are comparable to or better than findings from similar studies. Alotaibi et al. re- ported only 48% of Saudi nurses correctly identified compression-to-ventilation ratios (alotaibi2017), while our participants achieved 74.0% correct on this measure. This may reflect recent training initiatives or differences in study populations.\u003c/p\u003e\u003cp\u003eHowever, persistent misconceptions warrant attention. Over half (58.0%) believed com- pressions should be \"fast and shallow,\" contradicting guidelines emphasizing adequate depth and full recoil. Nearly half (44.0%) would interrupt compressions frequently to check for ROSC, which could reduce coronary perfusion pressure and compromise outcomes. These gaps mirror challenges identified in other middle-income countries. In Jordan, Al-Najjar et al. found 40% of nurses failed to maintain adequate compression depth (alnajjar2017). In Brazil, Silva et al. observed that despite good theoretical knowledge, only 40% retained practical skills after six months (silva2019).\u003c/p\u003e\u003cp\u003eThe proportion of nurses with no formal CPR training (24.0%) or training\u0026thinsp;\u0026gt;\u0026thinsp;1 year ago (22.0%) represents a significant patient safety concern. This finding is consistent with Chowdhury\u0026rsquo;s report that fewer than 60% of Bangladeshi nurses had attended refresher training within two years (chowdhury2021). Limited access to simulation labs, shortage of certified instructors, and absence of mandatory recertification policies likely contribute to this gap.\u003c/p\u003e\u003cp\u003eThe study\u0026rsquo;s findings have important implications for clinical practice and health pol- icy in Bangladesh. First, institutionalizing regular, mandatory CPR refresher training\u0026mdash;at least annually\u0026mdash;is essential. Second, simulation-based learning with feedback mechanisms can en- hance skill acquisition and retention. Third, integrating CPR competency into performance evaluations would emphasize its priority. Fourth, developing a national standardized CPR cur- riculum and certification system would ensure consistent quality across healthcare facilities.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"5. Limitations","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThis study has several limitations. First, the small sample size (n\u0026thinsp;=\u0026thinsp;50) from a single institu- tion limits generalizability. Second, purposive sampling may introduce selection bias. Third, knowledge assessment alone may not reflect actual clinical performance; practical skills eval- uation would provide more comprehensive insight. Fourth, the cross-sectional design cannot establish causality. Fifth, self-reported training history may be subject to recall bias. Future research should include larger, multi-center samples with direct observation of CPR skills and longitudinal follow-up to assess skill retention over time.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e"},{"header":"6. Conclusions","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThis study demonstrates that while a majority of nurses at Rangpur Medical College Hospital possess adequate CPR knowledge, significant gaps persist among over one-third of respon- dents. Recent CPR training strongly predicts higher knowledge levels, emphasizing the need for regular, structured refresher courses. Educational qualification alone does not ensure com- petence, highlighting that CPR skills require active maintenance. Addressing knowledge gaps through targeted interventions, simulation-based learning, and institutional policies mandating regular recertification could substantially improve CPR quality and patient outcomes. These findings contribute to the limited body of evidence on nurses\u0026rsquo; CPR knowledge in Bangladesh and offer insights for strengthening emergency preparedness in similar resource-constrained settings.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e "},{"header":"7. Recommendations","content":"\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eImplement regular CPR refresher training\u003c/b\u003e: Mandate at least annual CPR updates for all nurses, particularly those in high-acuity departments.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eEstablish simulation-based learning programs\u003c/b\u003e: Incorporate hands-on practice with feedback-enabled manikins to improve skill acquisition and retention.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eDevelop hospital CPR certification systems\u003c/b\u003e: Create internal certification requiring renewal every 1\u0026ndash;2 years, with consequences for non-compliance.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eIntegrate CPR into nursing curricula\u003c/b\u003e: Strengthen undergraduate CPR education with emphasis on practical skills and recent guidelines.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003ePromote peer-led practice sessions\u003c/b\u003e: Encourage departmental CPR drills and peer coaching to maintain readiness.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eDisplay CPR protocols prominently\u003c/b\u003e: Ensure easy access to current guidelines in clin- ical areas.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eInclude CPR competency in performance evaluations\u003c/b\u003e: Make CPR proficiency a component of annual nursing assessments.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAcknowledgments\u003c/h2\u003e \u003cp\u003e The authors thank the nursing staff at Rangpur Medical College Hospital for their participation, the nursing superintendent for facilitating data collection, and Md. Mazbaul Hasan for research guidance.\u003c/p\u003e "},{"header":"References","content":"\u003col\u003e\n \u003cli\u003e[kouwenhoven1960closed] Kouwenhoven WB, Jude JR, Knickerbocker GG. Closed-chest cardiac massage. \u003cem\u003eJAMA\u003c/em\u003e.\u0026nbsp;1960;173(10):1064-7.\u003c/li\u003e\n \u003cli\u003e[aha2020]\u0026nbsp;American\u0026nbsp;Heart\u0026nbsp;Association. Highlights\u0026nbsp;of\u0026nbsp;the\u0026nbsp;2020\u0026nbsp;AHA\u0026nbsp;Guidelines\u0026nbsp;for\u0026nbsp;CPR\u0026nbsp;and ECC.\u0026nbsp;Dallas, TX: AHA; 2020.\u003c/li\u003e\n \u003cli\u003e[erc2021] European Resuscitation Council.\u0026nbsp;European Resuscitation Guidelines 2021.\u0026nbsp;Brus- sels: ERC; 2021.\u003c/li\u003e\n \u003cli\u003e[larsen2020]\u0026nbsp;Larsen\u0026nbsp;P,\u0026nbsp;et\u0026nbsp;al. Predicting\u0026nbsp;survival\u0026nbsp;from\u0026nbsp;out-of-hospital\u0026nbsp;cardiac\u0026nbsp;arrest: a\u0026nbsp;system- atic review.\u0026nbsp;\u003cem\u003eResuscitation\u003c/em\u003e. 2020;157:59-67.\u003c/li\u003e\n \u003cli\u003e[abella2005] Abella BS, et al.\u0026nbsp;Quality of cardiopulmonary resuscitation during in-hospital cardiac arrest.\u0026nbsp;\u003cem\u003eJAMA\u003c/em\u003e. 2005;293(3):305-10.\u003c/li\u003e\n \u003cli\u003e[nasir2020]\u0026nbsp;Nasir\u0026nbsp;M,\u0026nbsp;Raza\u0026nbsp;A,\u0026nbsp;Ahmed\u0026nbsp;R.\u0026nbsp;Retention\u0026nbsp;of\u0026nbsp;CPR\u0026nbsp;knowledge\u0026nbsp;and\u0026nbsp;skills: A\u0026nbsp;systematic review.\u0026nbsp;\u003cem\u003eInt J Med Educ Train\u003c/em\u003e. 2020;12(1):45-52.\u003c/li\u003e\n \u003cli\u003e[alotaibi2017]\u0026nbsp;Alotaibi\u0026nbsp;O,\u0026nbsp;Alamri\u0026nbsp;F,\u0026nbsp;Almufleh\u0026nbsp;L,\u0026nbsp;Al-Shamrani\u0026nbsp;A.\u0026nbsp;Knowledge\u0026nbsp;and\u0026nbsp;attitude\u0026nbsp;of Basic Life Support among health professionals in Riyadh, Saudi Arabia.\u0026nbsp;\u003cem\u003eSaudi J Health Sci\u003c/em\u003e. 2017;6(1):22-5.\u003c/li\u003e\n \u003cli\u003e[madden2006]\u0026nbsp;Madden\u0026nbsp;C.\u0026nbsp;Undergraduate\u0026nbsp;nursing\u0026nbsp;students\u0026rsquo;\u0026nbsp;acquisition\u0026nbsp;and\u0026nbsp;retention\u0026nbsp;of\u0026nbsp;CPR knowledge and skills.\u0026nbsp;\u003cem\u003eNurse Educ Today\u003c/em\u003e. 2006;26(3):218-27.\u003c/li\u003e\n \u003cli\u003e[price2018]\u0026nbsp;Price C, Everson T, Adams A.\u0026nbsp;Assessing nurses\u0026rsquo; confidence in performing car- diopulmonary resuscitation: A cross-sectional study.\u0026nbsp;\u003cem\u003eBr J Nurs\u003c/em\u003e. 2018;27(15):893-7.\u003c/li\u003e\n \u003cli\u003e[rahman2019]\u0026nbsp;Rahman\u0026nbsp;M,\u0026nbsp;Karim\u0026nbsp;R,\u0026nbsp;Noor\u0026nbsp;T.\u0026nbsp;Nurses\u0026rsquo;\u0026nbsp;knowledge\u0026nbsp;and\u0026nbsp;confidence\u0026nbsp;in\u0026nbsp;CPR\u0026nbsp;per- formance in tertiary hospitals of Dhaka.\u0026nbsp;\u003cem\u003eJ Emerg Trauma Care\u003c/em\u003e. 2019;5(1):20-6.\u003c/li\u003e\n \u003cli\u003e[islam2020]\u0026nbsp;Islam T, Rahman S, Akhter S.\u0026nbsp;Evaluation of CPR competency among nurses in rural health facilities of Bangladesh.\u0026nbsp;\u003cem\u003eJ Nurs Pract Res\u003c/em\u003e. 2020;4(1):10-7.\u003c/li\u003e\n \u003cli\u003e[chowdhury2021] Chowdhury MS. Assessment of CPR knowledge among nurses in emer- gency departments of public hospitals in Bangladesh. \u003cem\u003eBangladesh Med J\u003c/em\u003e.\u0026nbsp;2021;50(2):35- 42.\u003c/li\u003e\n \u003cli\u003e[who2021] World Health Organization. \u0026nbsp; \u0026nbsp;Global report on cardiac arrest and resuscitation. Geneva: WHO Press; 2021.\u003c/li\u003e\n \u003cli\u003e[shrestha2021] Shrestha R, Singh S, Bista R. \u0026nbsp; Basic life support knowledge and practices among nurses in a tertiary hospital of Nepal. \u003cem\u003eJ Clin Diagn Res\u003c/em\u003e. 2021;15(5):LC01-5.\u003c/li\u003e\n \u003cli\u003e[hamilton2018]\u0026nbsp;Hamilton\u0026nbsp;R.\u0026nbsp; \u0026nbsp;\u0026nbsp;Nurses\u0026rsquo;\u0026nbsp;knowledge\u0026nbsp;and\u0026nbsp;skill\u0026nbsp;retention\u0026nbsp;following\u0026nbsp;cardiopul- monary resuscitation training: A review of the literature.\u0026nbsp;\u003cem\u003eNurs Stand\u003c/em\u003e. 2018;33(2):72-8.\u003c/li\u003e\n \u003cli\u003e[alnajjar2017]\u0026nbsp;Al-Najjar F, et al.\u0026nbsp;Factors influencing nurses\u0026rsquo; CPR performance in Jordanian hospitals.\u0026nbsp;\u003cem\u003eJordan Med J\u003c/em\u003e. 2017;51(3):145-53.\u003c/li\u003e\n \u003cli\u003e[silva2019]\u0026nbsp;Silva\u0026nbsp;A,\u0026nbsp;et\u0026nbsp;al. Theoretical\u0026nbsp;knowledge\u0026nbsp;versus\u0026nbsp;practical\u0026nbsp;skills\u0026nbsp;in\u0026nbsp;CPR\u0026nbsp;among\u0026nbsp;Brazil- ian nurses.\u0026nbsp;\u003cem\u003eRev Lat Am Enfermagem\u003c/em\u003e. 2019;27:e3172.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Rangpur community nursing college rangpur","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Cardiopulmonary resuscitation, nurses’ knowledge, Bangladesh, cardiac arrest, training","lastPublishedDoi":"10.21203/rs.3.rs-9561256/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9561256/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eCardiopulmonary resuscitation (CPR) is a life-saving intervention where nurses often serve as first responders. In Bangladesh, limited data exists on nurses\u0026rsquo; CPR knowledge, particularly in regional hospitals. This study aimed to assess nurses\u0026rsquo; knowledge regarding CPR and identify associated factors at Rangpur Medical College Hospital.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA descriptive cross-sectional study was conducted from January to July 2025 among 50 nurses working in cardiology, coronary care unit (CCU), and emergency departments. Data were collected using a structured questionnaire comprising socio-demographic items and 25 knowledge questions about CPR. Knowledge scores were categorized as low (\u003cem\u003e\u0026le;\u003c/em\u003e\u0026thinsp;12), moderate (13\u0026ndash;18), or high (\u003cem\u003e\u0026ge;\u003c/em\u003e\u0026thinsp;19). Chi-square tests were used to examine associations between knowledge level and independent variables.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe majority of participants were female (60.0%), aged 31\u0026ndash;40 years (42.0%), and held a Diploma in Nursing (48.0%). Overall, 54.0% demonstrated high CPR knowledge, 10.0% moderate knowledge, and 36.0% low knowledge. Most nurses correctly identified the compression-to-ventilation ratio (74.0%), proper hand position (82.0%), and the goal of CPR as return of spontaneous circulation (84.0%). However, misconceptions persisted: 58.0% be- lieved compressions should be \"fast and shallow,\" and 44.0% thought compressions should be interrupted frequently to check for ROSC. A statistically significant association was found be- tween recency of CPR training and knowledge level (\u003cem\u003eχ\u003c/em\u003e\u003csup\u003e2\u003c/sup\u003e = 50.825, p\u0026thinsp;=\u0026thinsp;0.001), with all nurses trained within the past year demonstrating high knowledge. No significant association was found between educational qualification and knowledge level (\u003cem\u003eχ\u003c/em\u003e\u003csup\u003e2\u003c/sup\u003e = 3.806, p\u0026thinsp;=\u0026thinsp;0.433).\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eWhile over half of nurses demonstrated high CPR knowledge, a substantial pro-\u003c/p\u003e","manuscriptTitle":"Nurses' CPR knowledge in Bangladesh","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-05-04 10:02:03","doi":"10.21203/rs.3.rs-9561256/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"62ba99fc-2845-4260-a63b-f5d745386ec3","owner":[],"postedDate":"May 4th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":67215283,"name":"Nursing"}],"tags":[],"updatedAt":"2026-05-04T10:02:03+00:00","versionOfRecord":[],"versionCreatedAt":"2026-05-04 10:02:03","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9561256","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9561256","identity":"rs-9561256","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}