Life-saving Skills Research Articles

The effectiveness of schoolteachers as first aid instructors

Objective: The aim of this study was to evaluate the effectiveness of specialised personnel versus schoolteachers in delivering first aid teaching and trauma management to children aged 4–8 years in Greece. Methods: An experimental study with an educational intervention was conducted, involving three groups of children: a control group which received no special teaching, and two experimental groups which received teaching by either regular teachers or specialised personnel. The study comprised 180 students with an average age of 6 years. Four repeated measurements were taken in the experimental groups, while the control group underwent a single measurement. An assessment of the children’s first aid knowledge and skills was undertaken using scenario-based observations with checklists and questionnaires. Results: Statistical analysis showed no significant differences in children’s first aid knowledge and skills between the two experimental groups ( p > .05). Participants in both teaching groups demonstrated significant improvements after teaching and maintained these skills at subsequent follow-ups ( p < .05). Conclusion: The study findings suggest that teacher-led first aid teaching can be as effective as teaching by specialised personnel for young children aged 4–8 years. Integrating first aid education into schools, delivered by teachers, can be a cost-effective approach to imparting valuable life-saving skills. These findings contribute to efforts in enhancing community safety by ensuring broad-based preparedness to respond to emergencies.

Abstract 4144566: Building CPR/AED Confidence through Community Volunteer Prevention Screening Sessions: The Impact of the Eric Paredes Save A Life Foundation

Introduction: Sudden cardiac arrest (SCA) remains a leading cause of death among young individuals, often occurring without prior symptoms. Public confidence in recognizing SCA warning signs, understanding risk factors, and using cardiopulmonary resuscitation (CPR) and Automated External Defibrillators (AEDs) is generally low. The Eric Paredes Save A Life Foundation addresses this gap by offering free cardiac screenings and educational sessions. This abstract evaluates the foundation's impact on participants' confidence in these critical areas. Goals: The primary objectives were to enhance participants' confidence in identifying SCA warning signs and risk factors, performing CPR, using AEDs during cardiac emergencies, and communicating youth heart health concerns to healthcare providers. Methods: Volunteer-led prevention screening sessions were conducted, incorporating educational components on SCA warning signs, risk factors, and hands-only CPR and AED training. Post-session surveys were administered to 1,123 participants to assess their confidence levels in these areas. Results: The screening sessions significantly increased participants' confidence. Specifically, 96% of participants reported heightened confidence in recognizing SCA warning signs and understanding risk factors. Additionally, 94% felt more assured in discussing youth heart health with providers. Confidence in performing CPR during a cardiac emergency rose to 92%, while confidence in using an AED reached 89%. These results demonstrate the effectiveness of the sessions in empowering individuals with essential life-saving skills. Conclusions: The Eric Paredes Save A Life Foundation's prevention screening sessions are highly effective in improving participants' confidence in recognizing SCA warning signs, understanding risk factors, and using CPR and AEDs. The substantial increase in confidence levels underscores the importance of community-based education and training programs in reducing SCA-related fatalities among youth. These findings support the need for ongoing and expanded initiatives to further enhance public health outcomes and preparedness for cardiac emergencies.

Implementing a Comprehensive CPR Education in New York State Public High Schools: Ideas, Drawbacks, & Future Directions.

Cardiopulmonary resuscitation (CPR) is a lifesaving skill that can be employed when people experience cardiac arrest. While the benefits of CPR on survival are well known, much of the American population remains uneducated on how to perform it. There are many reasons for this, ranging from the cost of CPR courses to fear of making mistakes in emergency situations. There have been a variety of efforts across the United States that attempted to boost CPR education, one of which is education in schools. While not a federal law, many states now require some degree of CPR education to be provided to high school students. New York joined this coalition of states in September of 2014. Signed into law by then Governor Cuomo, Act 804-C helped pave the way for CPR education across many pupils in the state. While undoubtedly a step in the right direction, many elements of 804-C promote a disjointed, unequal, and sometimes insufficient CPR education across different schools and counties in the state. In this review, we will highlight some shortcomings of 804-C. We will also highlight ways in which New York State can improve upon their CPR education efforts while also acknowledging logistical and financial obstacles that our proposals might incur.

A critical analysis of the potential of formal education programs in breast cancer management in Iran: A Qualitative Content Analysis

BackgroundEducation serves as the cornerstone for acquiring essential life skills, yet the conventional structure of academic programs often fails to bridge the gap between theoretical knowledge and its practical application, particularly evident in developing nations. This discrepancy extends to healthcare, notably concerning the challenge of breast cancer on a global scale. ObjectivesThis study aims to explore the potential of formal biology programs within public education systems to address breast cancer prognosis through qualitative content analysis. MethodsThis investigation incorporates qualitative methodologies to elucidate the potential implications of such programs. qualitative content analysis method was conducted by comprehensive examination of formal general Biology programs within the public education sphere worldwide has been undertaken, explicitly emphasizing their relevance to breast cancer prognosis initiatives. Additionally, documentary research and literature reviews have been employed to augment the analytical framework of this study. ResultsThe analysis uncovers a significant void in current educational frameworks regarding breast cancer awareness and self-examination. With projections indicating a surge in breast cancer cases by 2040, the imperative to address this educational gap becomes increasingly urgent. Integrating breast cancer education into formal schooling emerges as a promising avenue to empower individuals with vital self-healthcare knowledge and early detection skills. ConclusionBy equipping students with life-saving skills, such proactive educational measures hold promise in mitigating the global burden of breast cancer, potentially reducing both mortality rates and incidence worldwide. Our study, through qualitative content analysis, developed a curriculum to enhance students' understanding of breast cancer. In Iran, updating the "Health and Hygiene" textbook to include breast cancer information is crucial. This curriculum aims to improve health literacy and proactive healthcare, ultimately contributing to better health outcomes and the global fight against breast cancer.

Empowering Medical Students by Facilitating Cardiopulmonary Resuscitation Training for Their Peer

Cardiopulmonary Resuscitation (CPR) training is an essential component of medical education, equipping students with life-saving skills to respond effectively in emergencies. Following a CPR training program, this study investigates the impact of medical students’ knowledge and confidence levels as they facilitate hands-on CPR sessions for their peers. Through a review of literature and empirical analysis, this research elucidates the benefits of peer-assisted learning in CPR education. Results indicate a significant improvement in both knowledge and confidence levels among facilitators following the CPR training program. Overall, the findings highlight the invaluable role of medical student facilitators in enhancing CPR training outcomes and fostering a culture of peer support and empowerment within the medical community. This study underscores the significance of integrating peer-assisted learning strategies into CPR education programs, providing medical students with opportunities for both personal and professional growth. By leveraging the expertise and enthusiasm of medical student facilitators, educators can enhance the effectiveness and sustainability of CPR training initiatives, ultimately contributing to improved patient outcomes and community resilience in emergencies.

The effectiveness of simulation-based learning (SBL) on students’ knowledge and skills in nursing programs: a systematic review

BackgroundSimulation-Based Learning (SBL) serves as a valuable pedagogical approach in nursing education, encompassing varying levels of fidelity. While previous reviews have highlighted the potential effectiveness of SBL in enhancing nursing students’ competencies, a gap persists in the evidence-base addressing the long-term retention of these competencies. This systematic review aimed to evaluate the impact of SBL on nursing students’ knowledge and skill acquisition and retention.MethodA comprehensive search of electronic databases, including CINAHL, PubMed, Embase, Scopus, and Eric, was conducted from 2017 to 2023 to identify relevant studies. The Joanna Briggs critical appraisal tools were used to assess the methodological quality of the included studies. A total of 33 studies (15 RCTs and 18 quasi-experimental) met the inclusion criteria and were included in the review. A descriptive narrative synthesis method was used to extract relevant data.ResultsThe cumulative sample size of participants across the included studies was 3,670. Most of the studies focused on the impact of SBL on life-saving skills like cardiopulmonary resuscitation (CPR) or other life-support skills. The remaining studies examined the impact of SBL on critical care skills or clinical decision-making skills. The analysis highlighted consistent and significant improvements in knowledge and skills. However, the evidence base had several limitations, including the heterogeneity of study designs, risk of bias, and lack of long-term follow-up.ConclusionThis systematic review supports the use of SBL as a potent teaching strategy within nursing education and highlights the importance of the ongoing evaluation and refinement of this approach. While current evidence indicates enhancing knowledge and skill acquisition, limited studies evaluated the retention beyond five months, constraining generalisable claims regarding durability. Further research is essential to build on the current evidence and address gaps in knowledge related to the retention, optimal design, implementation, and evaluation of SBL interventions in nursing education.

Assessment of the Level of Knowledge and Attitude Regarding Advanced Life Support Skills among Nurses Working in the Critical Areas (CCU, ICU and ER) of Punjab Institute of Cardiology, Lahore

Advance life support is the basic intervention to deal with cardiac arrest. Cardiac arrest has no time, place, or personal boundaries. According to WHO, it is estimated that about 23 million of people will die every year due to cardiovascular diseases and the chances of cardiac arrest are greater in people who have history of cardiovascular diseases. Advanced life support training consists of a set of life-saving protocols, interventions, and skills. Objectives: To determine the level of knowledge and attitude of critical care nurses regarding Advanced Life Support (ALS) skills and to assess association between level of knowledge and attitude and demographic characteristics of nurses. Methods: A descriptive cross-sectional study was conducted among critical care nurses of Punjab Institute of Cardiology. About 115 nurses were selected through convenient sampling method. The study was completed in four months from October 2023 to January 2024. Data were analyzed using SPSS Version 25. Results: Findings of study showed that 18 participants were male and 97 were female. Overall results indicated that 8.7% (n=10) nurses have poor knowledge, 39.1% (n=45) have average knowledge, 43.5% (n=50) have a good knowledge and only 8.7% (n=10) have excellent knowledge. On the other side, 71.3% (n=82) have a positive attitude and 28.7% (n=33) have negative attitude regarding ALS. Conclusions: A significant proportion of nurses have average to good knowledge and positive attitude. Only a few nurses have poor knowledge and negative attitude.

Essential Life-Saving Skills for Schoolchildren: A Scoping Review

Essential Life-Saving Skills for Schoolchildren: A Scoping Review

Water safe Worcester: student-led drowning prevention in an adolescent underserved population.

Adolescents aged 15 to 19 years have the second highest fatal drowning rate of any age group, second only to toddlers aged 12 to 36 months. This risk is amplified in black, indigenous, and people of color (BIPOC), and those of low socioeconomic status. Worcester, MA is a diverse city with over 40% of residents identifying as BIPOC and 20% living below the poverty line. The city has multiple natural bodies of water available for recreation, putting Worcester residents, particularly adolescents, at high risk of drowning. It is known that swimming lessons provided to adolescents significantly improve their swimming skills, however many programs are tailored to young children and are not appropriate for adolescents. Students from the University of Massachusetts T.H. Chan Medical School (UMass Chan), in collaboration with community partners, developed a water safety and swim education program tailored to Worcester adolescents as a means for an age-appropriate swim experience and education, community engagement, and injury prevention. Water Safe Worcester (WSW) was established as a city-wide injury prevention program that included swim lessons offered by medical students at the Central Community Branch YMCA in Worcester, MA. Instructors included UMass Chan medical students, graduate students, and staff. Adolescent YMCA members were invited to participate in lessons free of charge. Lessons were 90 min and emphasized a 3-fold approach: (1) expand knowledge of water safety and what to do in an emergency, (2) increase swimming skills, and (3) reduce fear of water. The overall attendance for the 2023 spring and summer sessions offered was 73 students, including multiple swimmers who attended more than one session. A total of 12 volunteers participated, which included 9 first-year medical students, one PhD student, one research assistant, and one surgery resident from UMass Chan. WSW demonstrated promising outcomes during its swim education classes, suggesting that WSW is a successful model to promote water safety, reduce the risk of drowning, and expand access to life-saving skills to Worcester's at-risk adolescents. This program serves as a critical step toward health equity while also providing an avenue for public health and injury prevention exposure for medical students.

Swimming and water safety delivery for newly arrived Australians.

In Victoria, Australia, culturally and linguistically diverse communities are more than twice as likely to drown than their Australian-born counterparts. One explanation is the lack of feasible, community-led approaches to water safety and swimming education. A community engagement framework was used to develop and implement a 5-day pool program to teach swimming and water safety to newly arrived migrant children attending an English language school in Victoria. Socio-cultural needs of the predominantly Afghan cohort were incorporated through in-language consultation with parents who requested males and females be educated separately. Participants were assessed against Victorian aquatic competency benchmark standards at pre- and post-program, however, there was no expectation to achieve these competencies within the 5 days due to a lack of prior aquatic exposure. Independent and paired samples t-tests determined changes in skills, including by sex and number of lessons attended. Forty-one participants completed all assessments. Excluding lifesaving skills, there was a significant increase in total competency attainment overall from pre- to post-program (p < 0.001), and for each competency (p's ≤ 0.002)-predominantly knowledge and rescue skills. Improvements were mostly recorded among males, demonstrating that females may require more specialized support to achieve similar outcomes. Improvements in rescue skills and knowledge indicate the program's effectiveness in increasing newly arrived migrant children's awareness of, and exposure to, foundations of safe aquatic behaviours. Future programs tailored to newly arrived migrant communities should consider implementing water familiarization activities as a stepping stone to engagement with structured swimming and water safety education.

Addressing Differences in Knowledge and Experience in Trauma Care Capabilities Among an International Team of Military Medical Care Providers in a Deployed Setting.

Military medical personnel are crucial in providing life-saving care at the point of injury (POI) in challenging environments such as combat zones and disaster areas. This article examines the specialized training US Military medical personnel undergo before deployment and the increasing trend of deploying as part of multinational forces in operations like those in Afghanistan with NATO and non-NATO countries. Integrating medical teams from diverse backgrounds poses significant challenges in maintaining a cohesive and efficient team due to varying trauma management training standards and medical practices among the allied forces. Tactical Combat Casualty Care (TCCC) training and the development of clinical practice guidelines (CPG) by the US Joint Trauma Service have been key strategies by the US Military to standardize care. However, the variation in trauma management training among NATO allies and the differences in medical subspecialties and approaches can lead to inefficiencies and reduced effectiveness in a multinational trauma center setting. For instance, the approach to trauma care can significantly differ between the US and European countries, impacting the interoperability and teamwork in multinational medical teams. To address these challenges, the article highlights the importance of standardized medical training programs that include cultural awareness to enhance the effectiveness of multidisciplinary, multinational medical teams. It also underscores the necessity for standardized international trauma training in the face of increasing global conflicts and the potential for large-scale combat operations. The article discusses the "Trauma Tuesday" program implemented in Kabul, Afghanistan, as an example of how intensive training and simulation exercises can improve team dynamics, knowledge, and skills in trauma management among a diverse team from various nations. The need for ongoing education and developing a standard for managing trauma patients in international teams is emphasized to ensure effective communication and coordination. The article suggests that multinational trauma training can significantly improve team cohesion and critical life-saving skills, essential for future battlefields where access to definitive care may be delayed. Further research is recommended to explore the best methods for achieving effective multinational medical team integration and training standardization.

A low-cost, DIY tourniquet simulator with built-in self-assessment for prehospital providers in Guatemala city.

Hemorrhage is the leading cause of preventable death after trauma. In high-income countries first responders are trained in hemorrhage control techniques but this is not the case for developing countries like Guatemala. We present a low-cost training model for tourniquet application using a combination of virtual and physical components. The training program includes a mobile application with didactic materials, videos and a gamified virtual reality environment for learning. Additionally, a physical training model of a bleeding lower extremity is developed allowing learners to practice tourniquet application using inexpensive and accessible materials. Validation of the simulator occurred through content and construct validation. Content validation involved subjective assessments by novices and experts, construct validation compared pre-training novices with experts. Training validation compared pre and post training novices for improvement. Our findings indicate that users found the simulator useful, realistic, and satisfactory. We found significant differences in tourniquet application skills between pre-training novices and experts. When comparing pre- and post-training novices, we found a significantly lower bleeding control time between the groups. This study suggests that this training approach can enhance access to life-saving skills for prehospital personnel. The inclusion of self-assessment components enables self-regulated learning and reduces the need for continuous instructor presence. Future improvements involve refining the tourniquet model, validating it with first-responder end users, and expanding the training program to include other skills.

ChokeSafe: Empowering Children with Life-Saving Choking-Management Skills.

Choking stands as the fourth leading cause of unintentional injury deaths. This research aimed to evaluate the ability of young schoolchildren to grasp and remember choking-management techniques, as well as to compare the effectiveness of instructors. We conducted a randomized controlled trial to assess the impact of choking training on young children. We randomly selected 180 children aged 4-8 years and divided them into a training group (120 children) and a control group (60 children). We evaluated the students' response to a choking incident with a specific scenario one day before, one day after, and two and seven months after the training, as well as once to the control group. Before the training, there was no significant difference between the groups. However, after the training, the training group's scores showed a significant increase compared to their pre-training scores and those of the control group. Even at two- and seven-month post-training, the training group's scores had decreased but remained higher than their pre-training scores and those of the control group. Choking training can benefit young children. Our research highlights the equal importance of both regular classroom teachers and specialized personnel in imparting these essential skills. However, further research is necessary to confirm these observations and explore methods for sustaining the acquired knowledge from the training.

Enhancing pastoralist women's knowledge of danger signs through home-based life-saving skills intervention in Northern Kenya: A quasi experimental study

BackgroundMaternal recognition of obstetric danger signs is crucial for reducing maternal mortality and delays in seeking emergency care. However, there is insufficient knowledge about obstetric danger signs among women in rural Kenya, especially in the hard-to-reach pastoralist communities. This study aimed to determine whether home-based life-saving skills intervention improves knowledge about obstetric danger signs among women in Marsabit County, Kenya. MethodsWe conducted a quasi-experimental study with pre-posttests among 256 pregnant women, allocated to intervention and control groups. We implemented sensitization of pregnant women on obstetric danger signs and basic life-saving actions as components of home-based life-saving skills intervention. While the control group continued with routine services. Descriptive statistics was used to analyze demographic data. The chi-square test and Difference-in-Difference analysis were used to compare the intervention's proportion differences and net effect. ResultsAt baseline, no significant differences in the knowledge level existed. Proportions of women who were knowledgeable of >3 danger signs increased significantly during pregnancy [(89.7%) vs. (62.5%), p < .0001], birth [(86.5%) vs. (75.0%), p = .022], postpartum [(92.1%) vs. (74.2%), p < .000] and neonatal period [(96.8%) vs. (66.7%), p < .0001] in the intervention group than the control group at end-line. ConclusionThese results imply that it is possible to improve knowledge of obstetric danger signs among women from hard-to-reach pastoralist communities as part of home-based life-saving skills interventions. Our work contributes to the United Nation's sustainable development goal 3, which focuses on equity and commitment to reaching people needing health services regardless of where they live and their circumstances.

Comparison of Three Airway Maneuvers of Jaw Thrust, Two-Handed E-C Technique With Head in Neutral Position, and Two-Handed E-C Technique With Head Fully Extended: A Prospective, Randomized, Double-Blind Crossover Study.

Background Bag-mask ventilation is an essential life-saving skill. The E-C technique of mask holding is the most popular. In patients with suspected cervical injury, the jaw thrust maneuver is recommended instead of the E-C technique with head tilt-chin lift. Should jaw thrust fail to produce adequate chest rise, the operator is advised to switch to the E-C technique with the head tilt-chin lift maneuver with head extension as it is vital to move oxygen into the lungs. We hypothesized that the E-C clamp with the head in the neutral position without head tilt might permit adequate ventilation without producing excessive movement of the cervical spine, which in turn might translate as less strain to the cervical spine. Methods In this prospective, randomized, double-blind, crossover study, we evaluated the relative efficacy of three airway maneuvers in opening the airway in anesthetized and paralyzed adults: jaw thrust, two-handed E-C technique with head in the neutral position, and two-handed E-C technique with head fully extended. The tidal volume generated during mechanical ventilation using these three techniques was considered as the primary outcome. Seventy-two subjects were recruited for this trial and all three techniques of mask holding were performed in each of these subjects in a sequence as dictated by a randomization table. Results The jaw thrust technique provided a mean tidal volume significantly higher than the two-handed E-C technique, with the head in the neutral position (p<0.001). Similarly, the two-handed E-C technique with the head fully extended provided a mean tidal volume significantly higher than the two-handed E-C technique with the head in neutral position (p<0.011). The mean tidal volume obtained with jaw thrust and two-handed E-C technique with head fully extended were comparable (p=0.78). Conclusion The two-handed E-C technique with the head fully extended, and the jaw thrust technique both produce good and comparable tidal volumes. The two-handed E-C technique with the head in a neutral position provides adequate though lower tidal volumes as compared to the other two techniques.

Effectiveness of Feedback with Mobile Devices for Quality Measure of CPR Training: A Systematic Review

Cardiopulmonary resuscitation (CPR) is a life-saving skill that can significantly increase survival rates in an emergency. Medical professionals, health students, and trained lay people must all perform high-quality CPR. As an outcome, effective CPR training using instruments that support the achievement of high-quality CPR is essential. Objective: This systematic review aimed to evaluate the effectiveness of feedback provided via mobile devices in measuring the quality of CPR training. Method: Design used systematic review with reference to the PRISMA Statement Guidelines 2020. Search results through database of ScienceDirect (778 articles), Wiley Online Library (765 articles), PubMed (55 articles), and ResearchGate (73 articles). The research designs of articles analyzed was randomized controlled trial which published from 2013 to 2023 with the keywords cardiopulmonary resuscitation, CPR training, mobile devices. The sample in this study was taken from five articles that match the inclusion criteria. JBI's critical assessment tool for assessing bias risk in randomly controlled 2023 checklist tests is used to critically evaluate the instruments used for the selected article. Results: The primary results that five publications were based on CPR quality metrics such as chest compression depth and speed, as well as the proportion of acceptable chest compression depth. Conclusions: This review discovered evidence that mobile devices have an effect on the effectiveness of real-time feedback on CPR quality in CPR training. CPR trainees received effective instant guidance from a variety of mobile devices, including smartphones and smart watches equipped with sensors.

Enhancing Life-saving Skills: Evaluating the Impact of an Educational Module on Cardiopulmonary Resuscitation

Enhancing Life-saving Skills: Evaluating the Impact of an Educational Module on Cardiopulmonary Resuscitation

The role of surfers in beach safety management: Insights from French respondents to a global surfer survey

Coastal locations are a leading contributor to the global drowning burden. Despite being a known risk-reduction measure, a significant proportion of beachgoers continue to bathe outside of lifeguard-patrolled areas placing themselves at increased risk of beach hazards such as rip currents and breaking waves. Under such conditions, recreational surfers represent a potentially important role as bystander rescuers although little is known about surfers' relationship to safety. In this study, we analyze surfer beach safety knowledge and behaviors using a sample of 569 French surfers, drawn from a Global Surfer Survey. Using pair wised comparisons and multivariate analysis, surfer characteristics as rescuers and as victims are investigated as well as their willingness to learn new safety skills. In our survey, 55.9% of French surfers self reported having previously conducted a rescue. We show that experienced and highly skilled surfers have a higher probability of performing a rescue than other surfers, but having completed ocean lifeguard training has no statistical influence. Having previously experienced injury seems beneficial both to act as a rescuer, but also in improving a surfers own safety. As victims, surfers appear to be calmer and less often in trouble with rip currents as others, such as swimmers. Compared to non surfers, surfers were less likely to be able to walk away and more likely to require medical assistance nevertheless. In the survey, 88.4% of the respondents were willing to take part in a course aimed at lifesaving and rescue skills for surfers, whether freely provided or not. Younger surfers (under 24 years) are more willing to acquire formal safety skills than other age groups. On the contrary, having alreadly performed a rescue has no statistical influence on the willingness to attend training sessions. Despite the significant involvement of surfers in saving lives in the coastal environment, there remains a need to encourage collaboration between local surfers and other stakeholders officially in charge of beach safety management.

Advanced Cardiac Life Support (ACLS) knowledge, practice, and associated factors among general practitioners and nurses at Primary Hospitals in Ethiopia

Advanced cardiac life support (ACLS) refers to a set of life-saving protocols and skills for urgently and emergently treating life-threatening conditions that result in cardiac arrest. An institutional-based cross-sectional study was conducted to assess knowledge, practices, and associated factors of ACLS among general practitioners (GPs) and nurses in Ethiopia. Data were collected using self-administered questionnaires. Data entry was carried out using EpiData version 4.6, and the analysis was performed using STATA 14. Bivariate and multivariable logistic regression analyses were employed. The study included 147 GPs and nurses, yielding a response rate of 94.2%, with 39.5% (95% CI: 32.3-47.7) and 35.37% (95% CI: 28.68-43.8) demonstrating good knowledge and practice, respectively. Sex, education, experience, and the availability of emergency equipment were significantly associated with the knowledge. Workplace, exposure to cases of cardiac arrest, training, and experience were found to be significantly associated with practice. There is a significant gap in both knowledge and practice. Based on our results, we recommend simulation-based in-service training and the inclusion of ACLS protocols in the formal education of health students.

Effectiveness of Teaching and Demonstration in Improvement of Knowledge and Skill on CPR among School-going Adolescents: A Quasi-experimental Study

Background: Cardiopulmonary resuscitation (CPR) is one of the most evolving areas of saving actions that improve the survival rates following cardiac arrest and educating high school students can play a dynamic role in case of emergencies in society. Education of school students in CPR is a strategic goal for the improvement of bystander CPR in rural society. If adolescents were trained to perform CPR during school physical education hours, this may be a cost-effective approach to CPR training. This study is conducted to assess the effectiveness of health education in the improvement of knowledge of CPR among school-going adolescents. Aim: To assess the effect of a training program on students’ knowledge of CPR. Objective: (A) To determine the background knowledge of high school students about cardiac arrest and basic life support in adult victims of cardiac arrest. (B) To determine the association between knowledge of cardiopulmonary resuscitation and skills with selected demographic variables. Materials and methods: This is a quasi-experimental study conducted among adolescents aged 13–15 years attending schools in rural areas of South India. The study was conducted between Jan 2022 and Jan 2023. 680 students were included in this study. The universal sampling method was used to enumerate the participants to reduce the impact of the dropout rate. The data was collected using a pre-tested semi-structured questionnaire by interview method. Basic teaching of CPR for the participants included 2 hours of oral teaching using lecture method, question and answer discussion method as well as 2 hours of practical session using demonstration, practice on a manikin, provision of feedback and correction of errors. Results: A total of 680 participants were grouped into three categories according to their knowledge scores: (A) fair, (B) Moderate, and (C) Good scores obtained in pre-training observation and post-training observation. Initially, there were 666 (97.9%) in the fair category, most of them improved after training as seen in the post-training observation results, with 97 (14.3%) persons in the fair (A) category. There was not a single student in the good category of the score before intervention, which increased to 665 (45.6%) in the good category of knowledge. The mean score of pre-training is 2.55, and the post-training score is significantly increased to 9.5. Conclusion: An improvement is observed in knowledge of CPR post-training with planned teaching and demonstration. Hence, this method can be considered a logical solution for improving knowledge about CPR in cases of emergency life-saving skills in a particular group of society.