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Introducing cardiopulmonary resuscitation (CPR) training in the high-school curriculum has been widely recommended as a long-term strategy to educate the wider community. Although CPR has been included in the New Zealand school curriculum, it is listed as an optional subject only.
To assess the attitude towards and knowledge of CPR in 16-17-year-ol...
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Objective
To explore training-related independent factors affecting the awareness of cardiopulmonary resuscitation (CPR) in senior high school students in Shanghai.
Methods
Questionnaires measuring CPR-related knowledge were distributed to 430 senior high school students in Shanghai.
Results
The overall CPR qualification rate was 7.7%. Qualificat...
Citations
... Our findings are particularly encouraging given that barriers to intervening in emergency scenarios later in childhood often involve a lack of confidence, fear of making mistakes and lack of awareness and knowledge of appropriate actions. 15 One of the main aims of developing the Blue Light Hub app was to find novel ways to support education about urgent and emergency care to address the rise in calls for ambulance services in non-emergency scenarios. Such calls add significant pressure to an already stretched service that needs to reduce spending. ...
Objectives
In the face of unprecedented demand, the Welsh Ambulance Services University NHS Trust developed ‘Blue Light Hub’: a new app to educate primary school-aged children about emergency services. Our overarching aim was to examine the effectiveness of the app.
Design
Primary school-aged children from three schools in South Wales, UK, played with the app for 2 hours over 2 weeks in class time. Children completed quizzes to assess their knowledge and awareness of, and confidence in engaging with, emergency services before and after using the app.
Participants
Our evaluation focused on N=393 children who completed both the pre-test and post-test quizzes. On average, children were 8–9 years old (median school year, Year 4); 47.8% were male and 50.9% were female.
Results
After using the app, there was a significant increase in the proportion of children who knew of appropriate actions to take in non-emergency scenarios, χ²(1) = 26.01, and could provide a question a call handler would ask them if they called 999, χ²(1) = 13.79. There was also an increase in the proportion of children who could identify an National Health Service (NHS) service that could help them if they were unwell, χ²(1) = 33.31, name different roles in the NHS, χ²(1) = 12.80 and knew how dialling 111 could help them χ²(1) = 90.05 (all p values<0.001).
Conclusion
To our knowledge, Blue Light Hub is the first app of its kind designed to educate primary school-aged children about emergency services. Our findings provide preliminary evidence that the app supports children’s knowledge and awareness of emergency services.
... Those student who had previous first aid training showed positive attitude towards BLS, than with untrained students . (5) Another study was conducted on cardio pulmonary resuscitation training. knowledge and attitude of newly qualified doctors in New Zealand in 2003. ...
Statement of the problem: A study to assess the knowledge about Basic life support among 1st year GNM students (2022-2023) at Smt Nagarathnamma school of Nursing in Bengaluru. Background of the Study: Cardiac Arrest is a major emergency situation faced by the people and it requires emergency intervention in terms of resuscitation by using basic life support. As people grow they must learn not only to cope with current demands but also to prepare for many unexpected event to facing tomorrows needing future. Method: The research design used was quasi experimental i.e one group pre test and post test design. The sample size was 50 1 st year GNM nursing students at Smt Nagarathnamma school of nursing in Bengaluru. The tool develop and selected for the data collection were structured teaching method. The data were collected, analyzed and interpreted. Result:Finding revealed the highest 70% of the students were in age Group of 19-20 years, 56% of the total students were female students, 40% were belongs to Hindu religion, 84% were not having hereditary cardiac disease. For pre test 24% of respondents have inadequate knowledge level, 46% of respondents have moderate knowledge level and 30% of respondents have adequate knowledge level regarding basic life support. For post test 2% of respondents have inadequate knowledge level, 28% of respondents have moderate knowledge level and 70% respondents have adequate knowledge level regarding basic life support. The obtained t- value in the area of general information is 5.30(P= 0.001) regarding the knowledge level on basic life support is 8.22(P= 0.001) and overall value of t is 6.21(P= 0.001) was highly significant. Therefore null hypothesis was rejected. The study finding reveal that there was highly significant enhancement in knowledge level after structured teaching programme among basic life support students. Conclusion: This chapter gives a summary of the study salient features, implications and recommendations of nursing practice, nursing education and nursing research also gives addition to the limitation of the study.
... between the male and female participants. 16 Additionally, Kanstad and Bjorn 17 reported that female students had a much higher level of dedication than male students. According to research, female students were especially interested in taking BLS classes outside the classroom if they were more widely available. ...
Background
The likelihood of survival of an out-of-hospital cardiac arrest quadruples with the rapid application of basic life support (BLS). The public’s ability to perform cardiopulmonary resuscitation (CPR) and use automated external defibrillators (AEDs) is extremely important. This study aimed to assess the public knowledge, attitudes, and practices (KAP) of utilizing AEDs and to understand barriers to AED application.
Methods
We conducted a cross-sectional study from March 1–30, 2022. An electronic questionnaire was constructed and validated to measure the KAP for public AED utilization and its barriers.
Results
Of the 406 participants, 244 (60.10%) were males. Male respondents had 17% less knowledge and poorer attitude towards using an AED as compared to female respondents. Knowledge and attitudes on using AEDs were low (70.7%) among Saudi nationals compared to those of foreign nationals. Those who were BLS/CPR trained had a 2.5 times greater understanding and willingness to use AEDs in public than those who were not. Barriers to AEDs in CPR/BLS-trained participants were: (1) accidentally hurting the victim (14.3%), (2) duty as a bystander to just call the ambulance and wait for help (12.1%), (3) never taught what to do (n = 41, 18.4%), (4) did not want to be scolded if performed wrong (3.1%), and (5) never witnessed such a situation (51.6%).
Conclusion
There is a strong association between knowledge of and willingness to use AEDs in emergency situations among the public. Misconceptions about AEDs hinder their use. This calls for urgent training programs through accessible technology to reach the public.
... While some studies [17][18][19] have shown poor awareness and knowledge about BLS among high school students, other studies [20][21][22] have demonstrated a higher knowledge of BLS and AED with willingness and motivation to learn and perform CPR. There is lack of data on the awareness about BLS amongst high school students in India and our study aims to evaluate this in an attempt to guide future strategies for BLS certification programs. ...
Introduction: Cardiovascular deaths (CVD) is the leading cause of mortality in India. Basic Life Support (BLS) training of target groups can help in reducing mortality and morbidity in out of hospital cardiac arrests. High school students are uniquely positioned for this training through a structured learning program, but very is known about high school students’ awareness of BLS. Aim: This study aims to understand the awareness about BLS and cardiopulmonary resuscitation (CPR) among high school students. Methods: A questionnaire-based survey about awareness and willingness to learn BLS and CPR was sent online to 120 students of an urban high school. Results: A total of 114 students with a mean age of 15.2 +1.8 years responded. 48 students were male (42%) and 66 students were female (58%). Only 38% participants had previously heard about BLS. A vast majority of students correctly answered the full form of BLS (88%), Advanced Cardiac Life Support (ACLS) (94%), and CPR (99%). However, relatively few students (10%) had a BLS-certified family member and 64% of students chose the wrong option for national medical emergency helpline. Despite these numbers, this student population indicated willingness for training in BLS (79%) and willingness to perform CPR in future (78%). When asked who they would prefer to be trained in BLS by, 67.5% believed healthcare workers would be most appropriate. Conclusion: Although there is an overall lack of awareness of BLS amongst high schoolers, they show signs of willingness to learn BLS and apply their skills in potential lifesaving situations.
... Training in basic life support (BLS) and using an automated external defibrillator (AED) of the general population is widely recognised to promote a positive attitude towards cardiopulmonary resuscitation (CPR) [1]. Additionally, bystander BLS improves survival chances in out-of-hospital sudden cardiac arrest [2]. ...
Background and Objectives: International institutions together with the World Health Organisation recommend the teaching of BLS in schools. Therefore, the objective of this research was to study the feasibility of teaching CPR and AED through the flipped classroom, exploring the medium- and long-term retention of knowledge and practical skills among high school students. Materials and Methods: The sample consisted of 260 secondary schoolchildren (137 in the experimental group (EG) and 123 in the control group (CG)) between 12 and 14 years old (M = 12.75 ± 1.02). Results: The data revealed that the EG obtained better post-course results in the correct position of the hands (p = 0.011), the depth of external cardiac compression (p > 0.001), and the mean time to apply an effective shock with the AED (p = 0.013). The CG obtained better results in compressions with complete chest re-expansion (p = 0.025). These differences disappeared at 6 months (p > 0.05) and 12 months (p > 0.05). Conclusions: A training program based on the flipped classroom is as effective and viable as traditional training, although more efficient since it is applied in less time, in the sequence of action in BLS, CPR skills, and the application of an effective shock with an AED.
... After training, more than half of the children involved in the study aged 11-12 believed they would be capable of saving a life [14], and the self-efficacy of children aged 13-14 was higher significantly [15]. Several aspects negatively influenced behaviors towards helping, including the fear of failure [12], fear of causing harm to the victim [12,13], fear related to disease transmission [11][12][13][14], encountering a dirty casualty, bleeding [11,13,14], dangers to the rescuer, assisting a stranger [11][12][13][14]16], and the fear of legal repercussions [13]. On the other hand, factors that positively influence attitudes and behavior toward helping include assisting a relative [12][13][14]16] or another child [12][13][14] and having previous first aid training [12]. ...
... Several aspects negatively influenced behaviors towards helping, including the fear of failure [12], fear of causing harm to the victim [12,13], fear related to disease transmission [11][12][13][14], encountering a dirty casualty, bleeding [11,13,14], dangers to the rescuer, assisting a stranger [11][12][13][14]16], and the fear of legal repercussions [13]. On the other hand, factors that positively influence attitudes and behavior toward helping include assisting a relative [12][13][14]16] or another child [12][13][14] and having previous first aid training [12]. ...
... Regarding the CPR maneuver, our results showed that the intervention carried out with our three-year-old pupil group showed a significant improvement. Along the same line, previous interventions carried out with school children showed a significant improvement in CPR knowledge and a willingness to help [12,13,15,16,20] even though these cited investigations were carried out mostly in the high school context with many less analyzed, younger pupils. In this line, within the mixed contents that different first aid interventions show in [9] previous research, in line with our investigation, the use of resuscitative and non-resuscitative programs can provide kindergarten pupils with first aid training [7,32,35] is an aspect that needs to be considered. ...
Empowering early childhood education students from the beginning with the necessary knowledge and skills to act swiftly in emergency situations could be crucial in saving lives in certain cases. In order to improve the first aid knowledge and skills of early childhood education students, a pre/post study was conducted with a two-week intermediate intervention involving 13 early childhood education students. Their knowledge and skills in first aid were assessed using an ad-hoc instrument before and after the intervention. The results demonstrate a statistically significant improvement in all items related to first aid general knowledge, first aid kits, and CPR maneuvers, as well as in the overall scale. These findings provide evidence that early childhood education students can be equipped through low-cost interventions to acquire and apply certain essential first aid skills, such as dialing emergency services, understanding the purpose of first aid kit items, and recognizing vital signs in individuals, that may be crucial in saving lives in the future.
... Schoolchildren are able to comprehend that a rapid bystander response increases OHCA survival and can grasp the need for BLS education in schools. 18,19 Several studies demonstrate a high motivation in schoolchildren to learn and perform BLS, [18][19][20][21][22][23][24][25] to share knowledge, and to serve as a multiplier. 22,26 Schoolchildren are particularly motivated to learn and conduct CPR if cardiac arrest occurs in children. ...
... 20,21,23,27 Because the majority of cardiac arrests are witnessed by family members, 28 it was suggested that schoolchildren are more motivated to perform BLS if the person in cardiac arrest is a relative. [19][20][21][23][24][25]27 Further motivational factors include preventing deaths and increasing survival. 19 Access to BLS training in schools increases schoolchildren's willingness to perform CPR and to attend BLS training. ...
Background:
Basic life support education for schoolchildren has become a key initiative to increase bystander cardiopulmonary resuscitation rates. Our objective was to review the existing literature on teaching schoolchildren basic life support to identify the best practices to provide basic life support training in schoolchildren.
Methods:
After topics and subgroups were defined, a comprehensive literature search was conducted. Systematic reviews and controlled and uncontrolled prospective and retrospective studies containing data on students <20 years of age were included.
Results:
Schoolchildren are highly motivated to learn basic life support. The CHECK-CALL-COMPRESS algorithm is recommended for all schoolchildren. Regular training in basic life support regardless of age consolidates long-term skills. Young children from 4 years of age are able to assess the first links in the chain of survival. By 10 to 12 years of age, effective chest compression depths and ventilation volumes can be achieved on training manikins. A combination of theoretical and practical training is recommended. Schoolteachers serve as effective basic life support instructors. Schoolchildren also serve as multipliers by passing on basic life support skills to others. The use of age-appropriate social media tools for teaching is a promising approach for schoolchildren of all ages.
Conclusions:
Schoolchildren basic life support training has the potential to educate whole generations to respond to cardiac arrest and to increase survival after out-of-hospital cardiac arrest. Comprehensive legislation, curricula, and scientific assessment are crucial to further develop the education of schoolchildren in basic life support.
... can grasp the need for BLS education in schools. 18,19 Several studies demonstrate a high motivation in schoolchildren to learn and perform BLS, [18][19][20][21][22][23][24][25] to share knowledge, and to serve as a multiplier. 22,26 Schoolchildren are particularly motivated to learn and conduct CPR if cardiac arrest occurs in children. ...
... 20,21,23,27 Because the majority of cardiac arrests are witnessed by family members, 28 it was suggested that schoolchildren are more motivated to perform BLS if the person in cardiac arrest is a relative. [19][20][21][23][24][25]27 Further motivational factors include preventing deaths and increasing survival. 19 Access to BLS training in schools increases schoolchildren's willingness to perform CPR and to attend BLS training. ...
Background:
Basic life support education for schoolchildren has become a key initiative to increase bystander cardiopulmonary resuscitation rates. Our objective was to review the existing literature on teaching schoolchildren basic life support to identify the best practices to provide basic life support training in schoolchildren.
Methods:
After topics and subgroups were defined, a comprehensive literature search was conducted. Systematic reviews and controlled and uncontrolled prospective and retrospective studies containing data on students <20 years of age were included.
Results:
Schoolchildren are highly motivated to learn basic life support. The CHECK-CALL-COMPRESS algorithm is recommended for all schoolchildren. Regular training in basic life support regardless of age consolidates long-term skills. Young children from 4 years of age are able to assess the first links in the chain of survival. By 10 to 12 years of age, effective chest compression depths and ventilation volumes can be achieved on training manikins. A combination of theoretical and practical training is recommended. Schoolteachers serve as effective basic life support instructors. Schoolchildren also serve as multipliers by passing on basic life support skills to others. The use of age-appropriate social media tools for teaching is a promising approach for schoolchildren of all ages.
Conclusions:
Schoolchildren basic life support training has the potential to educate whole generations to respond to cardiac arrest and to increase survival after out-of-hospital cardiac arrest. Comprehensive legislation, curricula, and scientific assessment are crucial to further develop the education of schoolchildren in basic life support.
... Psychological distance included two elements: the strength of the bystander's personal relationship with the patient, and fear and aversion toward the patient's condition. This was consistent with previous reports that indicated that people would rather perform BLS for close family members than for strangers, 2,27,29,30 and that fear and aversion toward the patient inhibited the administration of BLS. 28 Given that the relationship with the patient is unalterable, educational activities that reduce fear and aversion toward the patient may decrease the psychological distance and encourage the administration of BLS. ...
Background The administration of basic life support (BLS) by bystanders is essential to improve the survival rates of patients who have experienced out-of-hospital cardiac arrest (OHCA). Although providing BLS to individuals who experience OHCA greatly improves their chances of survival, the actual implementation rate is low. Therefore, we investigated the association between bystanders’ willingness to perform BLS and facilitative/obstructive factors with the objective of identifying educational methods that would improve the likelihood of bystanders performing BLS should they encounter a patient with OHCA.
Methods The study participants included 502 male and 498 female Japanese residents (total, 1000 participants) with no experience in performing BLS and 42 male and 59 female Japanese residents (total 101 participants) with experience in performing BLS. The participants were aged 15–65 years. Both groups graded the strength of their willingness to perform BLS in the future on a 4-point scale, as well as their level of agreement with factors facilitating or obstructing their willingness to perform BLS. These factors were established based on the theory of helping behavior, which defines psychological states when helping others in social psychology.We then analyzed the associations between willingness to perform BLS in the future and their level of agreement with factors facilitating or obstructing their willingness to perform BLS.
Results The willingness to perform BLS decreased in accordance with the increase in the level of intervention required for patients who experienced OHCA , and was significantly associated with four facilitating factors: sufficient ability and experience to perform BLS, personal advantage, high personal norms, and psychological closeness to the patient.
Conclusion Our results suggested that workshops and other educational activities focused on these facilitative factors may be helpful in increasing the rate at which bystanders perform BLS.
... The effectiveness of BLS education in young people has been recognized and implemented. 3,4,20,[23][24][25][26] Therefore, willingness to implement BLS education does not vary by age, and we believe that the importance of BLS education in young people has increased. Among young people, three items ("Presence of someone who died," "Interest on BLS" score, and "Knowledge on BLS" score) were correlated to the intention to perform BLS. ...
Background Survival rates increase when basic life support (BLS) is provided by bystanders to patients with acute diseases, such as out-of-hospital cardiac arrest; however, its implementation rate is not high. In this study, we investigated “interest on BLS,” “knowledge on BLS,” and “experience on BLS” as factors related to the willingness to implement BLS among junior high school, high school, and college students who have multiple opportunities to learn it.
Methods This is an observational study using a questionnaire survey. The participants were 112 junior high school students, 114 high school students, and 109 university students (non-medical), totaling 294 (87.8% response rate). The questionnaire listed three items on the strength of willingness to perform BLS, three items on attributes of the participant, four items on the score of interest on BLS, one item on the score of knowledge on BLS, and two items on the score of experience on BLS.
Results Among junior high school students, the factors that were significantly associated with the willingness to perform BLS were “Presence of someone who died” and “Interest on BLS” score. Among high school and college students, the factors that were significantly associated with the willingness to perform BLS were “Interest on BLS” and “Knowledge on BLS” scores.
Conclusion For junior high school students, creating an environment in which they can visualize the actual situation may increase their interest, whereas for high school and university students, in addition to such an environment, conducting seminars of short duration may help them to consolidate their knowledge and increase their willingness to implement BLS.
