Evaluation of a Self-Instructional CPR Program for Parents With Children Enrolled in Community Swim Lessons

McCarrison, Rachel; Ren, Dianxu; Woomer, Gail R.; Cassidy, Brenda

doi:10.1016/j.pedhc.2016.09.006

Cited by 8 publications

(14 citation statements)

References 12 publications

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“…116 Another study, the American Heart Association's "Child CPR Anytime," a 25-minute CPR instruction given to parents while their children were in a community swim lesson, led to significant sustained improvement in parental knowledge and confidence in performing CPR. 117 Drowning can be described as a continuum, with an initial phase of respiratory arrest but intact circulation that will progress to cardiac arrest if hypoxia persists. In the first stage of the drowning continuum (ie, after a witnessed or brief submersion), rescue breathing to provide effective ventilation of the victim may be sufficient if circulation remains intact.…”

Section: Bystander Cprmentioning

confidence: 99%

Prevention of Drowning

et al. 2021

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Section: Bystander Cprmentioning

confidence: 99%

Prevention of Drowning

et al. 2021

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“…Twenty-one studies were selected for this review. Table 1 (1 study [43]), Table 2 (13 studies [44][45][46][47][48][49][50][51][52][53][54][55][56]), and Table 3 (7 studies [22,[57][58][59][60][61][62]) show the main characteristics of the interventions in terms of objective, level of confidence, theoretical framework used, population, intervention description, measurement tools, and outcomes domains for studies including children and their parents, only children and only parents, respectively. Figure 2 shows a summary of the AL domains concerned in the outcomes of the studies, and Figure 3 shows the risk of bias analysis.…”

Section: Overviewmentioning

confidence: 99%

“…Seven studies concerned parents exclusively (Table 3), and one study concerned parents associated with children (Table 1). The samples built for the design studies ranged between 15 [59] and 4010 [60] parents. The duration of the programs is variable: single campaigns [58] up to a 6-week campaign [60], instructions or feedback about children during their swimming teaching ranging from 10 weeks of teaching [62] to 8 months of teaching [22], and training ranging from 20 min [59] to 1 h [61].…”

Section: Main Characteristics Of Interventions Towards Parentsmentioning

confidence: 99%

“…The samples built for the design studies ranged between 15 [59] and 4010 [60] parents. The duration of the programs is variable: single campaigns [58] up to a 6-week campaign [60], instructions or feedback about children during their swimming teaching ranging from 10 weeks of teaching [62] to 8 months of teaching [22], and training ranging from 20 min [59] to 1 h [61]. Five studies were explicitly anchored in a theoretical framework [43,[58][59][60][61].…”

Section: Main Characteristics Of Interventions Towards Parentsmentioning

confidence: 99%

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Building the Foundation of Aquatic Literacy in 4–6 Years-Old Children: A Systematic Review of Good Pedagogical Practices for Children and Parents

Mekkaoui

Schnitzler

Sidney

et al. 2022

IJERPH

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Children between the ages of 4–6 years represent the population most affected by drowning accidents, while their early involvement in physical activity, and more specifically in aquatic activities is a key factor in their future physical life journey. The systematic review’s purpose was to identify aspects in the intervention’s studies with children and/or their parents that had a significant impact on the Aquatic Literacy (AL) dimensions mentioned as motor, psychological, affective, and cognitive. The PICO method was used to define the research question and PRISMA checklist searched for articles in nine databases: Cochrane, Embase, ERIC, ProQuest, PsychInfo, PubMed, Scopus, SportDiscus, and Web of Science. Eligibility criteria were: (1) English language, (2) primary research, (3) population of 4–6 year old children or their parents, (4) intervention study design, and (5) results related to at least one of the AL domains. The strength of evidence and the risk of bias were assessed. Results showed relatively poor number of studies for such a vulnerable population regarding the drowning risk (n = 8 for parents and n = 14 for children intervention). Studies did not show a consensus on which educational approach was more beneficial than others. Concerning parental education, results were rather homogeneous, especially concerning the theoretical frameworks employed and the relevancy to include parents in swimming programs. The development of pedagogical tools for promotion and evaluation, based on the AL theoretical framework, could help to clarify the question of “how to teach” children to prevent drowning and engage young children in long-term physical activities.

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“… 12 , 13 No single training approach is comprehensive enough to eliminate these disparities. Most communities will only improve survival through a multifaceted, community-wide approach that may include teaching hands-only CPR for bystanders, 14 , 15 emphasis on brief educational videos 16 and video self-instruction, 17 , 18 mandatory school-based training, 19 and dispatcher-assisted CPR. 20 , 21 …”

Section: Introductionmentioning

confidence: 99%

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods

Rios¹,

Han²,

Cano³

et al. 2018

WestJEM

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IntroductionThe implementation of creative new strategies to increase layperson cardiopulmonary resuscitation (CPR) and defibrillation may improve resuscitation in priority populations. As more communities implement laws requiring CPR training in high schools, there is potential for a multiplier effect and reach into priority communities with low bystander-CPR rates.MethodsWe investigated the feasibility, knowledge acquisition, and dissemination of a high school-centered, CPR video self-instruction program with a “pay-it-forward” component in a low-income, urban, predominantly Black neighborhood in Chicago, Illinois with historically low bystander-CPR rates. Ninth and tenth graders followed a video self-instruction kit in a classroom setting to learn CPR. As homework, students were required to use the training kit to “pay it forward” and teach CPR to their friends and family. We administered pre- and post-intervention knowledge surveys to measure knowledge acquisition among classroom and “pay-it-forward” participants.ResultsSeventy-one classroom participants trained 347 of their friends and family, for an average of 4.9 additional persons trained per kit. Classroom CPR knowledge survey scores increased from 58% to 93% (p < 0.0001). The pay-it-forward cohort saw an increase from 58% to 82% (p < 0.0001).ConclusionA high school-centered, CPR educational intervention with a “pay-it-forward” component can disseminate CPR knowledge beyond the classroom. Because schools are centrally-organized settings to which all children and their families have access, school-based interventions allow for a broad reach that encompasses all segments of the population and have potential to decrease disparities in bystander CPR provision.

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Evaluation of a Self-Instructional CPR Program for Parents With Children Enrolled in Community Swim Lessons

Cited by 8 publications

References 12 publications

Prevention of Drowning

Prevention of Drowning

Building the Foundation of Aquatic Literacy in 4–6 Years-Old Children: A Systematic Review of Good Pedagogical Practices for Children and Parents

Pay It Forward: High School Video-based Instruction Can Disseminate CPR Knowledge in Priority Neighborhoods

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