Cristian Abelairas-Gómez1, Aida Carballo-Fazanes2, Santiago Martínez-Isasi3, Sergio López-García4, Javier Rico-Díaz5, Antonio Rodríguez-Núñez6. 1. Grupo de Investigación CLINURSID, Departamento de Psiquiatría, Radiología, Salud Pública, Enfermería y Medicina, Universidade de Santiago de Compostela, Santiago de Compostela, A Coruña, España; Facultad de Ciencias de la Educación, Universidade de Santiago de Compostela, Santiago de Compostela, A Coruña, España; Instituto de Investigación Sanitaria de Santiago de Compostela (IDIS), Santiago de Compostela, A Coruña, España. Electronic address: cristianabelairasgomez@gmail.com. 2. Grupo de Investigación CLINURSID, Departamento de Psiquiatría, Radiología, Salud Pública, Enfermería y Medicina, Universidade de Santiago de Compostela, Santiago de Compostela, A Coruña, España. 3. Facultad de Enfermería, Universidade de Santiago de Compostela, Santiago de Compostela, A Coruña, España. 4. Facultad de Educación, Universidad Pontificia de Salamanca, Salamanca, España. 5. Facultad de Ciencias de la Educación, Universidade de Santiago de Compostela, Santiago de Compostela, A Coruña, España. 6. Grupo de Investigación CLINURSID, Departamento de Psiquiatría, Radiología, Salud Pública, Enfermería y Medicina, Universidade de Santiago de Compostela, Santiago de Compostela, A Coruña, España; Instituto de Investigación Sanitaria de Santiago de Compostela (IDIS), Santiago de Compostela, A Coruña, España; Facultad de Enfermería, Universidade de Santiago de Compostela, Santiago de Compostela, A Coruña, España; Servicio de Críticos y Urgencias Pediátricas, Hospital Clínico Universitario de Santiago de Compostela, SERGAS, Santiago de Compostela, A Coruña, España.
Abstract
OBJECTIVE: The aim of this study was to evaluate the knowledge of first aid (FA) of primary and pre-school teachers and the parents of children in these education stages. METHODS: A questionnaire already used in previous publications was employed and consisted of 4 sections: 1) general information; 2) assessment of FA knowledge; 3) questions about FA, and 4) attitudes about FA. The questionnaire was sent by e-mail in Google Forms format to different education centres of the Autonomous Community of Galicia. The centres were asked to send them to the school staff and parents of the pupils so that they could be completed. RESULTS: A total of 470 questionnaires were analysed (177 teachers; 242 parents and 51 teachers with children). More than half (268, 57%) of the participants stated to have knowledge of FA. In the case of the teachers, a relationship was found between having this information and teaching these contained in the classroom (P=.008). Only 4 participants managed to arrange the basic life support sequence, and none of them correctly answered the questions on cardiopulmonary resuscitation. More than 95% of the sample considered it necessary to include FA in the school curriculum and in the study plans of degrees destined for teacher training. CONCLUSIONS: The majority of teachers and parents had training in FA, although none of them responded correctly to the questions related to basic life support. The inclusion of these contents in school curricula would be recommendable, but it requires training the teaching staff beforehand. The inclusion of these contents in university study plans should be a measure to take into account.
OBJECTIVE: The aim of this study was to evaluate the knowledge of first aid (FA) of primary and pre-school teachers and the parents of children in these education stages. METHODS: A questionnaire already used in previous publications was employed and consisted of 4 sections: 1) general information; 2) assessment of FA knowledge; 3) questions about FA, and 4) attitudes about FA. The questionnaire was sent by e-mail in Google Forms format to different education centres of the Autonomous Community of Galicia. The centres were asked to send them to the school staff and parents of the pupils so that they could be completed. RESULTS: A total of 470 questionnaires were analysed (177 teachers; 242 parents and 51 teachers with children). More than half (268, 57%) of the participants stated to have knowledge of FA. In the case of the teachers, a relationship was found between having this information and teaching these contained in the classroom (P=.008). Only 4 participants managed to arrange the basic life support sequence, and none of them correctly answered the questions on cardiopulmonary resuscitation. More than 95% of the sample considered it necessary to include FA in the school curriculum and in the study plans of degrees destined for teacher training. CONCLUSIONS: The majority of teachers and parents had training in FA, although none of them responded correctly to the questions related to basic life support. The inclusion of these contents in school curricula would be recommendable, but it requires training the teaching staff beforehand. The inclusion of these contents in university study plans should be a measure to take into account.
Authors: Paula Pais-Roldán; María Del Carmen Olmos-Gómez; Jesús Manuel Cuevas-Rincón; Mónica Luque-Suárez Journal: Eur J Investig Health Psychol Educ Date: 2022-07-20
Authors: Robert Greif; Andrew Lockey; Jan Breckwoldt; Francesc Carmona; Patricia Conaghan; Artem Kuzovlev; Lucas Pflanzl-Knizacek; Ferenc Sari; Salma Shammet; Andrea Scapigliati; Nigel Turner; Joyce Yeung; Koenraad G Monsieurs Journal: Notf Rett Med Date: 2021-06-02 Impact factor: 0.826