Abstract
An out-of-hospital cardiac arrest (OHCA) is one of the leading causes of death in the world. The survival rate can be influenced by the chain of survival. The school is the institution that has the opportunity to promote the education of citizens in basic life support (BLS), increasing the number of trained bystanders. This study aimed to identify the theoretical and practical knowledge and self-reported skills in BLS, in order to characterize the motivation to intervene in an emergency. A quantitative, descriptive, cross-sectional and analytical study of the survey type was developed with a sample of 1215 students enrolled in 10th-grade secondary education in 2019–2020 in Portugal. The results point to a fragile appropriation of theoretical and practical knowledge in the field of BLS. Self-declared competences tend to rank below the theoretical knowledge manifested. Motivation to intervene is high: students are sensitive to the topic and willing to learn and highlight the importance and social relevance of the topic. We conclude that students do not feel prepared and are not empowered to intervene in an OHCA episode. It seems necessary to develop didactic proposals that align the teaching of BLS with the essential learning at the end of compulsory education in Portugal.
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