Bridging the Theory-Practice Gap in Cardiopulmonary Resuscitation Training: Knowledge and Readiness Among Healthcare Trainees in Malaysia

Abstract

Cardiopulmonary resuscitation (CPR) is a critical life-saving skill formally embedded within the curriculum of healthcare training programmes in Malaysia. At the Training Institute Ministry of Health Malaysia Kota Kinabalu (ILKKM KK), CPR instruction is a mandatory component of both the Diploma in Medical and Health Sciences (DMHS) and Diploma in Nursing (DPNS) programmes. Although theoretical content is consistently delivered, concerns remain regarding the extent to which trainees are practically ready to perform CPR in real-life emergencies. This study aimed to assess the levels of CPR knowledge and practical readiness among ILKKM KK trainees and to examine the relationship between these two domains. A cross-sectional study was conducted involving 120 trainees (stratified random sampling) who had completed the CPR module. Data collection was carried out using a structured questionnaire administered through Google Forms. The instrument assessed knowledge using multiple-choice questions and practical readiness through self-reported behavioural indicators on a three-point frequency scale. Descriptive statistics summarised participants’ performance, while chi-square and independent t-tests were used to determine associations and group differences. The findings showed that (63 out of 120 trainees) 52.5 % of trainees demonstrated high levels of CPR knowledge (M = 13.5, SD = 0.8), while 42 out of 120 trainees (35.0 %) reported high readiness to perform the procedure (M = 25.5, SD = 3.2). A statistically significant association was identified between knowledge and readiness levels, χ²(4, N = 120) = 12.58, p = .013, Cramér’s V = .29, indicating a moderate relationship. However, there were no significant differences in knowledge or readiness between DMHS and DPNS programmes.These results highlight a critical disconnect between theoretical knowledge and applied readiness, despite the mandatory inclusion of CPR in the academic syllabus. Strengthening CPR education through structured simulations, continuous reinforcement, and psychological preparedness may help ensure that trainees are not only knowledgeable but capable of responding confidently and competently in emergencies.