Basic life support knowledge of secondary school students in cardiopulmonary resuscitation training using a song.

Francisco Javier Fonseca Del Pozo,Elisa Lopera,Nancy Beatriz Canales Velis,Mario Miguel Andrade Barahona,Joaquin Valle Alonso,Aidan Siggers

doi:10.5116/ijme.5780.a207

Abstract

ObjectivesTo examine the effectiveness of a “cardiopulmonary resuscitation song” in improving the basic life support skills of secondary school students. MethodsThis pre-test/post-test control design study enrolled secondary school students from two middle schools randomly chosen in Córdoba, Andalucia, Spain. The study included 608 teenagers. A random sample of 87 students in the intervention group and 35 in the control group, aged 12-14 years were selected. The intervention included a cardiopulmonary resuscitation song and video. A questionnaire was conducted at three-time points: pre-intervention, one month and eight months post-intervention. ResultsOn global knowledge of cardiopulmonary resuscitation, there were no significant differences between the intervention group and the control group in the trial pre-intervention and at the month post-intervention. However, at 8 months there were significant differences with a p-value = 0.000 (intervention group, 95% CI: 6.39 to 7.13 vs. control group, 95% CI: 4.75 to 5.92), (F (1,120)=16.644, p= 0.000). In addition, significant differences about students’ basic life support knowledge about chest compressions at eight months post-intervention (F(1,120)=15.561, p=0.000) were found. ConclusionsOur study showed that incorporating the song component in the cardiopulmonary resuscitation teaching increased its effectiveness and the ability to remember the cardiopulmonary resuscitation algorithm. Our study highlights the need for different methods in the cardiopulmonary resuscitation teaching to facilitate knowledge retention and increase the number of positive outcomes after sudden cardiac arrest.

Highlights

Cardiac arrest is an immediate medical emergency, which can be effectively managed if effective cardiopulmonary resuscitation is commenced promptly
Our study showed that incorporating the song component in the cardiopulmonary resuscitation teaching increased its effectiveness and the ability to remember the cardiopulmonary resuscitation algorithm
The score in pre-test workshops had a homogeneous score since the intervention group had an average score of 4.48, similar to the control group average score 4.19

Summary

Introduction

Cardiac arrest is an immediate medical emergency, which can be effectively managed if effective cardiopulmonary resuscitation is commenced promptly. Recent studies show that bystander cardiopulmonary resuscitation (CPR) is the key factor for determining out of hospital cardiac arrest survival.[1,2] It is, critical to educate young people in CPR as a long-term strategy for the community. Training school children to perform cardiopulmonary resuscitation is one possible method of increasing bystander CPR rates. Evidence shows that cardiopulmonary training, delivered in various ways, is successful in a wide age range of children.3-. 16 Studies performed over a wide period and looking at a variety of approaches to training schoolchildren in CPR and associated skills show that all training interventions are successful within a short time scale in increasing knowledge and skills of children when tested.[17] While older children perform more successfully on testing, younger children can perform basic tasks well, including the use of automated external defibrillator. The most efficient method is not well established.[17]

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