A first step to teaching basic life support in schools: Training the teachers

López, María Pichel; Martínez‐Isasi, Santiago; Barcala-Furelos, Roberto; Fernández-Méndez, Felipe; Santamariña, David Vázquez; Sánchez-Santos, Luís; Rodrı́guez-Núñez, Antonio

doi:10.1016/j.anpede.2018.06.002

Cited by 15 publications

(16 citation statements)

References 20 publications

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“…The fishermen, after a brief review session, were more likely to perform QCPR at port than at 10 and 20 knots, respectively. Most of the fishermen exceeded a value of 70% in QCC; these values of QCC at port were similar to those made by other healthcare and nonhealthcare groups (lifeguards [ 21 , 22 ], police [ 23 ], lay rescuers [ 24 ], teachers [ 25 ], and healthcare providers [ 26 , 27 ]). However, when CPR was performed while navigating, QCPR decreased as we observed in the literature [ 7 – 9 ].…”

Section: Discussionsupporting

confidence: 66%

Coastal Fishermen as Lifesavers While Sailing at High Speed: A Crossover Study

Fungueiriño-Suárez

Barcala-Furelos

González-Fermoso

et al. 2018

BioMed Research International

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Purpose Starting basic cardiopulmonary resuscitation (CPR) early improves survival. Fishermen are the first bystanders while at work. Our objective was to test in a simulated scenario the CPR quality performed by fishermen while at port and while navigating at different speeds. Methods Twenty coastal fishermen were asked to perform 2 minutes of CPR (chest compressions and mouth-to-mouth ventilations) on a manikin, in three different scenarios: (A) at port on land, (B) on the boat floor sailing at 10 knots, and (C) sailing at 20 knots. Data was recorded using quality CPR software, adjusted to current CPR international guidelines. Results The quality of CPR (QCPR) was significantly higher at port (43% ± 10) than sailing at 10 knots (30% ± 15; p = 0.01) or at 20 knots (26% ± 12; p = 0.001). The percentage of ventilation that achieved some lung insufflation was also significantly higher when CPR was done at port (77% ± 14) than while sailing at 10 knots (59% ± 18) or 20 knots (57% ± 21) (p = 0.01). Conclusion In the event of drowning or cardiac arrest on a small boat, fishermen should immediately start basic CPR and navigate at a relatively high speed to the nearest port if the sea conditions are safe.

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Section: Discussionsupporting

confidence: 66%

Coastal Fishermen as Lifesavers While Sailing at High Speed: A Crossover Study

Fungueiriño-Suárez

Barcala-Furelos

González-Fermoso

et al. 2018

BioMed Research International

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“…The results of our program show over the years that properly trained and supported physical education teachers as well as teachers of other subjects can disseminate BLS in their community, and children can become competent first responders and ambassadors of BLS. Similarly Pichel López et al (2018) recently confirmed our findings that the ability for teachers to deliver BLS is a prerequisite to teaching BLS to students.…”

Section: Discussionsupporting

confidence: 89%

The “ABC SAVES LIVES”: A Schoolteacher-Led Basic Life Support Program in Navarra, Spain

et al. 2022

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To implement a teacher-led basic life education program in schools. Design thinking methodology was used to develop a comprehensive program to make teachers competent and confident in the delivery of Basic Life Support (BLS), and then to independently implement teaching programs in their school’s community. Specific teaching material and training manikins were provided by the “ABC Save Lives association.” Training was open to all but focused on physical education teachers at all schools in the region. Between 2011 and 2019, 1,726 teachers from 208 schools [35% preschool-primary, 28% secondary, 28% private schools partly funded by public funds; 9% vocational] participated in the program. Sixty percent (619) were physical education teachers, who trained 59465 students. All schools have progressively been supplied with at least five BLS manikins each. In 2014, the regional government of Navarra approved mandatory BLS education in physical education in primary and secondary schools. With adequate education and proper support, physical education teachers can independently implement a Basic Life Support program in their schools aiming to increase bystander cardio-pulmonary resuscitation competencies. Furthermore, the Basic Life Support education increases students’ confidence of social responsibilities and awareness of cardiac arrest as a public health problem.

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“…Regarding CC quality, our results indicate that BP are able to achieve a performance comparable to other laypeople, blindfolded or not [9,[21][22][23][24][25] (Table 2). In fact, in our study, they outperformed in CC rates, both as a mean rate and as a percentage of CC, which were delivered at the recommended target rate.…”

Section: Discussionmentioning

confidence: 76%

Performing Simulated Basic Life Support without Seeing: Blind vs. Blindfolded People

Martínez‐Isasi

Jorge-Soto

Barcala-Furelos

et al. 2021

IJERPH

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Previous pilot experience has shown the ability of visually impaired and blind people (BP) to learn basic life support (BLS), but no studies have compared their abilities with blindfolded people (BFP) after participating in the same instructor-led, real-time feedback training. Twenty-nine BP and 30 BFP participated in this quasi-experimental trial. Training consisted of a 1 h theoretical and practical training session with an additional 30 min afterwards, led by nurses with prior experience in BLS training of various collectives. Quantitative quality of chest compressions (CC), AED use and BLS sequence were evaluated by means of a simulation scenario. BP’s median time to start CC was less than 35 s. Global and specific components of CC quality were similar between groups, except for compression rate (BFP: 123.4 + 15.2 vs. BP: 110.8 + 15.3 CC/min; p = 0.002). Mean compression depth was below the recommended target in both groups, and optimal CC depth was achieved by 27.6% of blind and 23.3% of blindfolded people (p = 0.288). Time to discharge was significantly longer in BFP than BP (86.0 + 24.9 vs. 66.0 + 27.0 s; p = 0.004). Thus, after an adapted and short training program, blind people were revealed to have abilities comparable to those of blindfolded people in learning and performing the BLS sequence and CC.

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A first step to teaching basic life support in schools: Training the teachers

Cited by 15 publications

References 20 publications

Coastal Fishermen as Lifesavers While Sailing at High Speed: A Crossover Study

Coastal Fishermen as Lifesavers While Sailing at High Speed: A Crossover Study

The “ABC SAVES LIVES”: A Schoolteacher-Led Basic Life Support Program in Navarra, Spain

Performing Simulated Basic Life Support without Seeing: Blind vs. Blindfolded People

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