Basic life support training programme in schools by school nurses

Abstract

Background: Cardiopulmonary resuscitation (CPR) training in schools, despite being legislated in Spain, is not established as such within the subjects that children are taught in schools. Objective: to evaluate the acquisition of CPR skills by 11-year-old children after a brief theoretical-practical teaching programme taught by nurses at school. Methods: 62 students were assessed in a quasi-experimental study on 2 cohorts (51.4% of the sample in control group [CG]). In total, 2 sessions were given, a theoretical one, and a practical training for skill development in children, in which the CG performed the CPR in 2-minute cycles and the intervention group in 1-minute cycles. The anthropometric variables recorded were weight and height, and the variables compression quality and ventilation quality were recorded using the Laerdal ResusciAnne manikin with Personal Computer/Wireless SkillReport. Results: The assessment showed better results, in terms of BLS sequence performance and use of automated external defibrillator, in the CG and after training, except for the evaluation of the 10-second breathing assessment technique. The quality of chest compressions was better in the CG after training, as was the quality of the ventilations. There were no major differences in CPR quality after training and 4 months after the 1-minute and 2-minute training cycles. Conclusions: 11-year-old children do not perform quality chest compressions or ventilations but, considering their age, they are able to perform a BLS sequence correctly.

Paediatric manikins and school nurses as Basic Life Support coordinators: A useful strategy for schools?

“…In this study, the school nurse was a Basic Life Support instructor certified in accordance with the Spanish National CPR-Plan (Semicyuc, 2021). The nurse could also play an important role as the CPR coordinator to lead local Basic Life Support programmes in addition to instructing the teachers (Aloush et al, 2019; Böttiger et al, 2020; Martínez-Isasi et al, 2021). Using a school nurse as a Basic Life Support instructor in collaboration with the children’s’ teacher complements the teacher’s expertise and their relationship with the schoolchildren.…”

“…However, their teaching is often unsupervised and we lack a clear understanding of the CPR training and professional development teachers themselves have received with respect to timing and content (Abelairas-Gómez et al, 2020, 2021). We also know little about the role that school nurses play in the education of children with respect to health in general and CPR in particular (Martínez-Isasi et al, 2021).…”

High school basic life support training

“…In different studies, CPR training for schoolchildren conducted with a variety of professions such as: Teachers,[ 17 18 ] doctors,[ 19 ] nurses,[ 20 ] emergency personnel,[ 21 ] medical students,[ 22 ] certified BLS instructors,[ 23 ] lifesavers,[ 24 ] and student's self-regulated. [ 25 26 ] However, there is a perception that, teachers with their professional competencies such as teaching skills can provide their students BLS skills in a sustainable manner.…”

Validation of the knowledge evaluation questionnaire of the cardiopulmonary resuscitation training program in high school students

“…The questionnaires used to evaluate performance in the CPR programs analyzed have not been validated, as mentioned above, which is the reason for this instrumental study. [13,[15][16][17][18][19][20][21][22] This study aimed to validate the PROCES questionnaire for the evaluation of CPR training programs for high school students, as it is the first to measure, in a structured manner and adjusted to the academic level of the students, the degree of knowledge acquired after the development of an educational intervention in CPR, since it fulfills all the requirements for evaluating the knowledge acquired by high school students in CPR techniques, As we have already indicated, it meets all the requirements for evaluating the knowledge acquired by high school students in CPR techniques, offering a real vision of the competence acquired in this area according to the academic levels so that its use should be emphasized due to its adaptability, as we have been able to confirm in our experience. The readability of the questionnaire is suitable for the level of potential users; therefore, the results are not biased by the greater or lesser command of the language of those evaluated, guaranteeing that the questionnaire only measures CPR knowledge.…”

“…However, the questionnaires used for performance evaluation in CPR programs have not been validated. [13,[15][16][17][18][19][20][21][22] We believe that the PROCES [15] questionnaire meets all the requirements for assessing the knowledge acquired by high school students in CPR techniques. We aim to validate using the item response theory (IRT), the levels of readability, difficulty, trustworthiness, and content validity, as well as the fit of the model.…”