Basic CPR is vital for home nurses, yet knowledge and practice gaps remain. Theory-based training can enhance skill effectiveness.

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.

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.

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.

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.

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.