International Journal For Multidisciplinary Research

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Bridging the Gap: A Quantitative & Qualitative Analysis of BLS Awareness & Training Needs in Non-Health Care Professionals

Author(s) Dr. Javed Ashraf Syed, Ms. Kavita Chandrakar
Country India
Abstract Background:
Life-threatening emergencies such as sudden cardiac arrest often strike outside hospitals, where immediate bystander intervention is critical for survival. Basic Life Support (BLS) is therefore not merely a medical competency but a universal life skill. Traditionally restricted to healthcare professionals, it is increasingly seen as a societal responsibility. Simulation-based education has emerged as a powerful mode to extend BLS training to non-health undergraduates, combining hands-on practice with safe, experiential learning, and creating a civic movement towards community preparedness.
Objectives:
This mixed-method study assessed awareness, knowledge gains, and perceptions of BLS among non-health professional undergraduates, highlighting simulation as a transformative pedagogy for equipping youth with lifesaving skills and advancing a societal cause.
Methods:
A Mixed-Method Explanatory Sequential Design, adopting a cross-sectional descriptive approach with embedded qualitative exploration, was conducted among 41 Undergraduates degree students (BBA, B.Sc. B.Com) aged 18–21 years of VYMAK degree college. Quantitative data were collected using a structured questionnaire and analyzed with descriptive statistics and paired t-test. For the qualitative strand, open-ended responses were analyzed thematically to capture perceptions and transformative learning experiences, with data saturation achieved at a sample size of 12.
Results:
A vast majority (95.1%) of students had never witnessed an emergency, with only 4.9% reporting such exposure. Despite this, just 26.8% had received prior BLS training, and none had performed CPR. Knowledge improved significantly after simulation-based training (pre-test mean: 11.48 ± 4.35 vs. post-test mean: 15.68 ± 2.59; t = 3.40, p < 0.05), with adequate knowledge increasing from 24% to 51%. Qualitative findings underscored simulation’s role in shifting students from helplessness to preparedness, instilling confidence, correcting unsafe practices, and reframing BLS as a civic duty. Students repeatedly described simulation-based practice as the most impactful element of their training.
Conclusion:
Simulation is not just a teaching tool but a societal enabler. By empowering non-health undergraduates with BLS competencies, simulation-based training bridges the gap between collapse and professional help, cultivates civic responsibility, and builds community resilience. Embedding such training into non-health curricula is an investment in both education and public health, advancing BLS as a societal cause.
Keywords Basic Life Support, Non-health care professionals, Simulation, Mixed-method, Civic responsibility, societal preparedness
Field Medical / Pharmacy
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-09-20
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.56227
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