Influence of an educational program utilizing VAK and Kolb's learning theories on basic cardiopulmonary resuscitation knowledge and practices among private home nurses in Qatar.

Background: Basic CPR is vital for home nurses, yet knowledge and practice gaps remain. Theory-based training can enhance skill effectiveness. Aim: This study aimed to evaluate the influence of VAK and Kolb's learning theories on basic cardiopulmonary resuscitation knowledge and practices among private home nurses in Qatar. Methods: Quasi-experimental pre-/post study. One-hundred-thirty-four nurses were randomized to VAK and Kolb group (each n = 67). A learning-style inventory, CPR knowledge questionnaire, basic life and automated external defibrillator checklists were completed at baseline, immediately post-training, and at 6 and 9  months. The intervention composed of multimodal training program combined a 1-h multimedia lecture incorporating case-based scenarios with a 3-h European Resuscitation Council four-stage workshop customized to cover all learning styles in both groups. Results: Participants were predominantly female (88.1 %), aged 35-44  years (44.8 %) and bachelor-prepared (59.7 %). Immediately after training, satisfactory CPR knowledge rose from 35 % to 90 %, BLS competence from 1.5 % to 100 % and AED operation from 23 % to 100 % (all p < 0.001). Retention fell sharply at 6  months (25.6 %, 25.6 % and 60.5 %, respectively) and only partly recovered by 9  months (53.3 %, 27.4 % and 71.4 %). Visual, auditory and concrete-experience learners showed the steepest decline, whereas kinesthetic and reflective-observer learners maintained the highest performance. Conclusion: Retention patterns differed sharply across learning styles. Visual, auditory, and concrete-experience nurses reached near-perfect scores right after training but lost much of those gains within six months. By nine months, kinesthetic (VAK) and reflective-observer (Kolb) learners still led CPR and AED performance, while visual, active-experimenter, and abstract-conceptualizer groups showed the steepest drop-offs. Sustained competence therefore hinges on both refresher timing and the cognitive-sensory mode through which skills were first acquired. Recommendations: Use VAK and Kolb profiling during initial competency checks to tailor refresher frequency (quarterly low-dose sessions for visual, auditory, and concrete learners; semi-annual for kinesthetic and reflective learners), conduct an annual full-skills audit, and assign a dedicated Resuscitation Officer to coordinate and monitor these activities.