Theoretical knowledge and psychomotor skill acquisition of basic life support training programme among secondary school students

Abstract

BACKGROUND: The aim of the study is to evaluate the theoretical knowledge and psychomotor skill acquisition of basic life support (BLS) by a group of secondary school students in Nigeria pre and post BLS training. METHODS: This was quasi-experimental study design with 210 participants. They were taught on adult BLS and all the participants practiced BLS on a Resusci-Anne manikin immediately after the training. Data were collected using American Heart Association (AHA) structured questionnaire and psychomotor skills checklist for BLS at baseline, and post BLS training. RESULTS: The pre-training knowledge score was 1.9±1.4. This increased after the BLS training to 11.4±2.4, and the mean difference between the pre and post BLS training scores was 9.48571. Pre-training psychomotor skill score was 0.00±0.00, this increased to 8.9±1.9 after the training, and the mean difference was 8.90000. The knowledge and psychomotor skill difference between pre and post BLS training was signifi cant (P<0.000). CONCLUSION: Most Nigerian secondary school students were not knowledgeable about BLS. Therefore, there is need for the creation of more awareness among the students.

Conhecimento de estudantes do curso Técnico em Enfermagem sobre suporte básico de vida

“…Assim, apesar de serem evidentes os benefícios de intervenções que utilizam de diferentes estratégias de ensino, o desenvolvimento de treinamento teórico colaborou para a apreensão de conteúdo, melhorando a capacidade cognitiva dos participantes. Mesmo que a intervenção aplicada não tenha apresentado aumento na quantidade de acertos em todos os itens abordados, o incremento dos números de itens apreendidos na análise dos módulos do curso e em tópicos específicos apontam que a aula teórica foi uma importante estratégia de ensino e aprendizagem, semelhante a outros estudos, que também têm apontado para melhorias no conhecimento apreendido (Miotto et al, 2010;Moraes et al, 2017;Gabriel & Aluko, 2019;Tony et al, 2020).…”

“…O aumento das doenças cardiovasculares (DCV) representa um grave problema de saúde pública em todo o mundo, em especial para os países de baixa e média renda, sendo um importante desafio para a rede de assistência em saúde atual (Gabriel & Aluko, 2019). Em 2016, estima-se que mundialmente tenha ocorrido mais de 17,9 milhões de óbitos; aproximadamente um terço destes números foi ocasionado por DCV que, na maioria das vezes, evoluiu em parada cardiorrespiratória (PCR) (OMS, 2017).…”

Availability of basic life support courses for the general populations in India, Nigeria and the United Kingdom: An internet-based analysis

“…We have found no publications reporting actual bystander resuscitation rates in Nigeria. Several studies from Nigeria showed null previous training and poor BLS knowledge among secondary school students [23] and school teachers, [24] as well as inadequate knowledge and sparse training in CPR among the healthcare professionals. [25,26] Additional studies are required to investigate the existing proportions of the general public that have undergone BLS training in India and Nigeria, as well as to understand the populations' attitude, willingness and barriers to get trained in CPR.…”

“…[1] Another important way to boost the rates of bystander resuscitation is to include compulsory CPR training into school curriculum, [1] that hopefully will be achieved in the UK by the year of 2020, [27] but is yet to attain success in India [28] and Nigeria. [23,24]…”

The effect of a simulation-based training program in basic life support on the knowledge of Palestinian nurses: a quasi-experimental study in governmental hospitals

“…It has a mixture of abilities including mouth-to-mouth breathing to support ventilation and chest compressions to normalize blood circulation to the brain and vital organs, called (CPR). BLS may be a basic and very effective method that allows anyone to help assist maintain life, soon after heart attack [5].…”