Cardiac Emergency Response Planning for Schools

Rose, Kathleen; Goble, Monica Martin; Berger, Stuart; Courson, Ron; G, Fosse; Gillary, Randall; Halowich, Joe; Indik, Julia H.; Konig, Madeleine; Lopez-Anderson, Martha; Murphy, M. Kathleen; Newman, Mary M.; Ranous, Jeff; Sasson, Comilla; Taras, Howard; Thompson, Allison

doi:10.1177/1942602x16655839

Cited by 13 publications

(14 citation statements)

References 20 publications

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“…The remaining 47 of 51 SHSAAs do not make the EAP recommended guidelines mandatory for participating schools, and there have been a limited number of studies evaluating compliance with the emergency-preparedness best practices. 4,5,9,26 Although states rarely have EAP mandates, Kerr and colleagues 20,21 identified that states with mandated guidelines had better adoption of EHI guidelines than those without. Kerr et al 27 found that SHSAA mandated heat acclimation guidelines were associated with a 55% reduction in EHI incidence.…”

Section: Discussionmentioning

confidence: 99%

“…Sports related injuries and medical emergencies are best prevented by implementing and rehearsing a venue specific EAP. [4][5][6][7][8][9] The NATA, AHA, and Sideline Preparedness Collaboration have set forth guidelines and recommendations that athletic organizations should follow to align with sports medicine best practices.…”

Section: Discussionmentioning

confidence: 99%

“…The American Heart Association (AHA), Sideline Preparedness Collaboration (AAFP, AAOS, ACSM, AMSSM, AOSSM, AOASM), and National Collegiate Athletic Association (NCAA) have published similar documents that align closely with NATA consensus statements. [4][5][6][7][8][9] It is agreed widely that sports related injuries and medical emergencies are best prevented by implementing and rehearsing a venue specific EAP. [4][5][6][7][8][9] The goal of this review was to analyze the adoption and compliance of EAP recommendations, access to an athletic trainer (AT) and automated external defibrillator (AED), and current legislative mandates in school based athletics.…”

Section: Introductionmentioning

confidence: 99%

“…[4][5][6][7][8][9] It is agreed widely that sports related injuries and medical emergencies are best prevented by implementing and rehearsing a venue specific EAP. [4][5][6][7][8][9] The goal of this review was to analyze the adoption and compliance of EAP recommendations, access to an athletic trainer (AT) and automated external defibrillator (AED), and current legislative mandates in school based athletics. In addition, we aimed to identify ways to improve compliance to evidence-based guidelines, like those that have been created by the Sideline Preparedness Collaboration, NCAA, AHA, and NATA.…”

Section: Introductionmentioning

confidence: 99%

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Emergency Action Planning in School-Based Athletics: A Systematic Review

Hedberg

Messamore²,

Poppe³

et al. 2021

kjm

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Introduction. A significant number of preventable catastrophic injuries occur in secondary school athletics. Compliance to Emergency Action Plan (EAP) recommendations is not well documented. The purpose of this systematic review was to identify compliance to EAP recommendations, access to an athletic trainer (AT) and automated external defibrillator (AED), and current legislative mandates in school-based athletics. Methods. Electronic databases were searched to identify articles that met criteria for inclusion. Studies in English that focused on adoption, implementation, or compliance with EAPs or other national guidelines pertaining to athlete health were eligible for inclusion. Quality and validity were examined in each article and data were grouped based on outcome measures. Results. Of 12,906 studies, 21 met the criteria for inclusion and full text review. Nine studies demonstrated EAP adoption rates ranging from 55% - 100%. Five studies found that EAPs were rehearsed and reviewed annually in 18.2% - 91.6% of schools that have an EAP. At total of 9.9% of schools were compliant with all 12 National Athletic Trainers Association (NATA) EAP guidelines. A total of 2.5% - 27.5% of schools followed NATA exertional heat illness guidelines and 50% - 81% of schools had access to an Athletic Trainer. In addition, 61% - 94.4% of schools had an AED available at their athletic venues. Four of 51 state high school athletic association member schools were required to meet best practice standards for EAP implementation, 7 of 51 for AED access, 8 of 51 for heat acclimation, and 3 of 51 for concussion management. Conclusions. There was a wide range of EAP adoption and a low rate of compliance to EAP guidelines in U.S. schools. Barriers to EAP adoption and compliance were not well documented and additional research should aim to identify impeding and facilitating factors.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emergency Action Planning in School-Based Athletics: A Systematic Review

Hedberg

Messamore²,

Poppe³

et al. 2021

kjm

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“…Sin ninguna duda, un paro cardiaco repentino en la escuela es potencialmente devastador para las familias y las comunidades (Rose et al, 2016). Debido al gran número de horas al día en las que el profesorado es responsable del bienestar físico de un gran número de niños y niñas, independientemente de la causa que lo provoque, es imprescindible que estos profesionales tengan un mínimo conocimiento en RCP (Lotfi et al, 2007).…”

Section: Discussionunclassified

Conocimiento del Profesorado de Infantil y Primaria en Reanimación Cardiopulmonar (Knowledge of Cardiopulmonary Resuscitation in Kindergarten and Primary School Teachers)

Gaintza¹,

Velasco²

2020

Retos

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En España, la legislación educativa (LOMCE, 2013) incluye la necesidad de formar al alumnado en Primeros Auxilios y la investigación señala la importancia de conocer las técnicas de Reanimación Cardiopulmonar (RCP). En este contexto, con el objetivo de evaluar el conocimiento del profesorado de infantil y primaria (N=361) en RCP se realiza un estudio descriptivo aplicando un cuestionario dividido en dos partes: datos demográficos y preguntas relacionadas con el conocimiento teórico en primeros auxilios. Los resultados referentes a RCP señalan que el profesorado no tiene conocimientos, no existiendo diferencias significativas en relación con la edad, el género, con los estudios realizados ni con el tiempo de trabajo (p>0,05). Sólo existen diferencias significativas si se ha realizado un curso en primeros auxilios o no. En base a los resultados se concluye que es necesario formar en primeros auxilios poniendo especial atención en la reanimación cardiopulmonar tanto al alumnado de los grados de educación infantil y primaria como al profesorado en activo. Abstract. In Spain the educational legislation (LOMCE, 2013) includes the need to train students in First Aids and research indicates the importance of knowing Cardiopulmonary Resuscitation (CPR) techniques. In this context, with the aim of evaluating the knowledge of infant a primary school teacher (N=361) in CPR, a descriptive study is carrying out using questionnaire divided into two parts is applied: demographic data and questions related to theoretical knowledge in first aid. The results indicate that the teachers do not have knowledge in CPR and there are not significant differences with regard to age, gender, education and work experience (p>.05). There is a significant difference between those who have taken a course in first aid and those who have not. Based on the results, it is concluded that it is necessary to train in first aid, paying special attention to cardiopulmonary resuscitation, both for students in infant and primary education grades and for active teachers.

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