María Pichel López1, Santiago Martínez-Isasi2, Roberto Barcala-Furelos3, Felipe Fernández-Méndez4, David Vázquez Santamariña5, Luis Sánchez-Santos6, Antonio Rodríguez-Nuñez7. 1. Facultad de Ciencias del Deporte y Educación, Universidad de Vigo; Grupo de Investigación REMOSS, Universidade de Vigo, Pontevedra, España; Fundación Pública Urxencias Sanitarias de Galicia-061. 2. Facultad de Enfermería y Podología, Universidad da Coruña; Grupo Cardiopatías Familiares, Instituto de Investigación Biomédica de A Coruña (INIBIC), Complexo Hospitalario Universitario de A Coruña (CHUAC), SERGAS, Universidade da Coruña (UDC); Research, Health and Podiatry Unit, Department of Health Sciences, Faculty of Nursing and Podiatry, Universidade da Coruña, España. Electronic address: santiago.martinez.isasi@udc.es. 3. Facultad de Ciencias del Deporte y Educación, Universidad de Vigo; Grupo de Investigación REMOSS, Universidade de Vigo, Pontevedra, España; Grupo de investigación CLINURSID, Departamento de Psiquiatría, Radiología y Salud Pública, Universidad de Santiago de Compostela, Santiago de Compostela, España. 4. Escuela Universitaria de Enfermería, Universidade de Vigo, Pontevedra, España. 5. Grupo Cardiopatías Familiares, Instituto de Investigación Biomédica de A Coruña (INIBIC), Complexo Hospitalario Universitario de A Coruña (CHUAC), SERGAS, Universidade da Coruña (UDC). 6. Fundación Pública Urxencias Sanitarias de Galicia-061; Grupo de investigación CLINURSID, Departamento de Psiquiatría, Radiología y Salud Pública, Universidad de Santiago de Compostela, Santiago de Compostela, España. 7. Grupo de investigación CLINURSID, Departamento de Psiquiatría, Radiología y Salud Pública, Universidad de Santiago de Compostela, Santiago de Compostela, España; Unidad de Cuidados Intensivos Pediatría, Hospital Clínico Universitario de Santiago de Compostela, SERGAS, Universidad de Santiago de Compostela, Santiago de Compostela, A Coruña, España.
Abstract
INTRODUCTION: Teachers may have an essential role in basic life support (BLS) training in schoolchildren. However, few data are available about their BLS learning abilities. AIM: To quantitatively assess the quality of BLS when performed by school teachers after a brief and simple training program. MATERIALS AND METHODS: A quasi-experimental study with no control group, and involving primary and secondary education teachers from four privately managed and public funded schools was conducted in 3 stages: 1st. A knowledge test, 2nd: BLS training, and 3rd: Performance test. Training included a 40minutes lecture and 80minutes hands-on session with the help feedback on the quality of the chest compressions. RESULTS: A total of 81 teachers were included, of which 60.5% were women. After training, the percentage of subjects able to perform the BLS sequence rose from 1.2% to 46% (P<.001). Chest compression quality also improved significantly in terms of: correct hands position (97.6 vs. 72.3%; P<.001), mean depth (48.1 vs. 38.8mm; P<.001), percentage that reached recommended depth (46.5 vs. 21.5%; P<.001), percentage of adequate decompression (78.7 vs. 61.2%; P<.05), and percentage of compressions delivered at recommended rate (64.2 vs. 26.9%; P<.001). CONCLUSIONS: After and brief and simple training program, teachers of privately managed public funded schools were able to perform the BLS sequence and to produce chest compressions with a quality similar to that obtained by staff with a duty to assist cardiac arrest victims. The ability of schoolteachers to deliver good-quality BLS is a pre-requisite to be engaged in BLS training for schoolchildren.
INTRODUCTION: Teachers may have an essential role in basic life support (BLS) training in schoolchildren. However, few data are available about their BLS learning abilities. AIM: To quantitatively assess the quality of BLS when performed by school teachers after a brief and simple training program. MATERIALS AND METHODS: A quasi-experimental study with no control group, and involving primary and secondary education teachers from four privately managed and public funded schools was conducted in 3 stages: 1st. A knowledge test, 2nd: BLS training, and 3rd: Performance test. Training included a 40minutes lecture and 80minutes hands-on session with the help feedback on the quality of the chest compressions. RESULTS: A total of 81 teachers were included, of which 60.5% were women. After training, the percentage of subjects able to perform the BLS sequence rose from 1.2% to 46% (P<.001). Chest compression quality also improved significantly in terms of: correct hands position (97.6 vs. 72.3%; P<.001), mean depth (48.1 vs. 38.8mm; P<.001), percentage that reached recommended depth (46.5 vs. 21.5%; P<.001), percentage of adequate decompression (78.7 vs. 61.2%; P<.05), and percentage of compressions delivered at recommended rate (64.2 vs. 26.9%; P<.001). CONCLUSIONS: After and brief and simple training program, teachers of privately managed public funded schools were able to perform the BLS sequence and to produce chest compressions with a quality similar to that obtained by staff with a duty to assist cardiac arrest victims. The ability of schoolteachers to deliver good-quality BLS is a pre-requisite to be engaged in BLS training for schoolchildren.
Authors: Ramón Fungueiriño-Suárez; Roberto Barcala-Furelos; Marta González-Fermoso; Santiago Martínez-Isasi; Felipe Fernández-Méndez; Violeta González-Salvado; Rubén Navarro-Patón; Antonio Rodríguez-Núñez Journal: Biomed Res Int Date: 2018-04-24 Impact factor: 3.411
Authors: Carlos Méndez-Martínez; Santiago Martínez-Isasi; Mario García-Suárez; Medea Aglaya De La Peña-Rodríguez; Juan Gómez-Salgado; Daniel Fernández-García Journal: Int J Environ Res Public Health Date: 2019-03-03 Impact factor: 3.390