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

Pozo, Francisco Javier Fonseca del; Alonso, Joaquín Valle; Velis, Nancy Beatriz Canales; Barahona, Mario Miguel Andrade; Siggers, Aidan; Lopera, Elisa Lopera

doi:10.5116/ijme.5780.a207

Cited by 11 publications

(27 citation statements)

References 22 publications

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“…All of the studies were carried out within the last decade (January 2012 – August 2021), indicating the recent attention on the need to train schoolchildren on how to carry out CPR among their peers and others outside the school to save lives. Among the 14 included studies, 9 were RCTs (Barsom et al 2020 ; Cortegiani et al 2017 ; Fonseca Del Pozo et al 2016 ; Haseneder et al 2019 ; Li et al 2018 ; Nord et al 2017 ; Suss-Havemann et al 2020 ; Wingen et al 2018 ), while the remaining five were nonrandomised studies. In the 14 included studies, 11 of the studies were conducted in Europe, with only three from Asia (Li et al 2018 ; Mathew et al 2020 ; Tsai et al 2019 ).…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of school-based CPR training among adolescents to enhance knowledge and skills in CPR: A systematic review

et al. 2022

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Background: Cardiac arrest is responsible for 5% – 10% of all deaths among children age 5–19 years; therefore, strategies to prevent poor outcomes post cardiac arrest among children are critical within schools.Objectives: The purpose of this study was to systematically review the effectiveness of cardiopulmonary resuscitation (CPR) training on CPR knowledge and skills among adolescent school children.Method: This systematic review was conducted and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. The complete bibliographic databases of PubMed, Cochrane Library, CINAHL and Web of Science were searched from January 2012 to August 2021. Included studies met all the eligibility criteria. The Effective Public Health Practice Project Quality Assessment Tool for Quantitative Studies (EPHPP) and Mixed Method Appraisal tool were used to appraise the quality of the included studies.Results: Fourteen studies were included in the review, and 5418 participants were found in the databases. The studies were mainly conducted during the last decade, which suggests that the public’s attention has been directed toward training schoolchildren in CPR. The most common interventions were taught in video simulation training courses. They also used subjective assessments to evaluate the participants’ knowledge and skills.Conclusion: Findings from this systematic review reveal that CPR training within school settings effectively promoted a change in CPR knowledge and skills among adolescents. Hence, continuous training of CPR among schoolchildren should be encouraged by policymakers, school authorities, parents and teachers to optimise the prompt usage of the skills in any cardiac event. However, a high-quality randomised controlled trial would enhance the strength of evidence in this area.

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Section: Resultsmentioning

confidence: 99%

“…Few studies used virtual reality and video gaming to teach CPR to students(Barsom et al 2020;Fonseca Del Pozo et al 2016). The outcome measure used by most of the studies was subjective questionnaires used to assess CPR knowledge and skill.…”

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confidence: 99%

Effectiveness of school-based CPR training among adolescents to enhance knowledge and skills in CPR: A systematic review

et al. 2022

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“…Of these, 54 articles were excluded, as they did not address the topic of training students in BLS (Figure 1). 15 studies from 13 countries were selected [12][13][14][15][16][17][18][19][20][21][22][23][24][25][26] (Table 1).…”

Section: Resultsmentioning

confidence: 99%

“…There was a significant improvement in responses and self-confidence in the intervention group immediately and 6 months after training. Nord et al 19 Randomized Sweden 20 Randomized Spain…”

Section: Schools 42students Aged 1to 18mentioning

confidence: 99%

Basic life support training in schools

Souza

Faria

2021

ABCS Health Sci.

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Crianças maiores e adolescentes são capazes de aprender e realizar manobras de ressuscitação cardiopulmonar de forma satisfatória. As escolas são locais onde a capacitação no suporte básico de vida pode ser aplicada. Foi realizada uma revisão narrativa para avaliar a eficácia do treinamento em suporte básico de vida nas escolas, analisando diferentes metodologias de ensino, faixa etária e ganho de confiança em realizar a ressuscitação cardiopulmonar em situação real. A busca foi realizada na base de dados Medline. Foram selecionados artigos publicados de 01/01/2014 até 31/12/2019, com menores de 18 anos de idade, publicados em inglês, português e espanhol. Foram encontrados 309 artigos dos quais 15 apresentaram critérios de inclusão no estudo. Houve grande heterogeneidade em metodologias avaliadas, dificultando a comparação entre alguns estudos. A ressuscitação cardiopulmonar ensinada para crianças em idade escolar resultou na retenção das habilidades e do conhecimento. Houve relação direta entre faixa etária e qualidade da ressuscitação cardiopulmonar. O aprendizado da ressuscitação cardiopulmonar pode também alterar o estigma e o medo associados aos procedimentos. Concluímos que o ensino de ressuscitação cardiopulmonar por diferentes metodologias é eficaz no aprendizado de crianças e adolescentes e melhora a confiança em realizá-la. Apesar dos maiores de 12 anos apresentarem maior habilidade para a profundidade da compressão, outros pontos do suporte básico de vida podem ser desenvolvidos em crianças menores.

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“…Gamification, popularly defined as "the use of game design elements in non-game contexts," [20] has emerged as a means of harnessing competitiveness by integrating gamification elements such as leaderboards, rewards, badges, avatars, and competitions to engage and motivate consumers [21,22]. The most common tools for teaching BLS to schoolchildren include self-made games [23][24][25], posters [26], songs [27], and manikins [23,28,29].…”

Section: Introductionmentioning

confidence: 99%

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis

Fijačko¹,

Creber²,

Gosak³

et al. 2021

JMIR Mhealth Uhealth

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Background Globally, 3.7 million people die of sudden cardiac death annually. Following the World Health Organization endorsement of the Kids Save Lives statements, initiatives to train school-age children in basic life support (BLS) have been widespread. Mobile phone apps, combined with gamification, represent an opportunity for including mobile learning (m-learning) in teaching schoolchildren BLS as an additional teaching method; however, the quality of these apps is questionable. Objective This study aims to systematically evaluate the quality, usability, evidence-based content, and gamification features (GFs) of commercially available m-learning apps for teaching guideline-directed BLS knowledge and skills to school-aged children. Methods We searched the Google Play Store and Apple iOS App Store using multiple terms (eg, cardiopulmonary resuscitation [CPR] or BLS). Apps meeting the inclusion criteria were evaluated by 15 emergency health care professionals using the user version of the Mobile Application Rating Scale and System Usability Scale. We modified a five-finger mnemonic for teaching schoolchildren BLS and reviewed the apps’ BLS content using standardized criteria based on three CPR guidelines. GFs in the apps were evaluated using a gamification taxonomy. Results Of the 1207 potentially relevant apps, only 6 (0.49%) met the inclusion criteria. Most apps were excluded because the content was not related to teaching schoolchildren BLS. The mean total scores for the user version of the Mobile Application Rating Scale and System Usability Scale score were 3.2/5 points (95% CI 3.0-3.4) and 47.1/100 points (95% CI 42.1-52.1), respectively. Half of the apps taught hands-only CPR, whereas the other half also included ventilation. All the apps indicated when to start chest compressions, and only 1 app taught BLS using an automated external defibrillator. Gamification was well integrated into the m-learning apps for teaching schoolchildren BLS, whereas the personal and fictional, educational, and performance gamification groups represented most GFs. Conclusions Improving the quality and usability of BLS content in apps and combining them with GFs can offer educators novel m-learning tools to teach schoolchildren BLS skills.

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

Cited by 11 publications

References 22 publications

Effectiveness of school-based CPR training among adolescents to enhance knowledge and skills in CPR: A systematic review

Effectiveness of school-based CPR training among adolescents to enhance knowledge and skills in CPR: A systematic review

Basic life support training in schools

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis

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