Knowledge and attitude of basic life support (BLS) among school teachers in Hebron, Palestine

Ghrayeb, Farid; Amro, Nawaf Rn; Rahseed, Osaid; Yagi, Hammam; Amro, Rafat; Amro, Basel

doi:10.18203/2320-6012.ijrms20172432

Cited by 19 publications

(20 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Only about one-third (34.8%) of the participants in this study were able to remember one or more contact numbers of local EMS provider services. This is in contrast to the study by Ghrayeb et al in Palestine where only 18.1% of school teachers interviewed were unaware of the contact numbers for EMS provider services [8]. The lack of knowing the correct contact number in this study may be due to the fact that unlike other countries that only have a single universal contact number for medical emergencies, there are multiple universal emergency contact numbers in South Africa (e.g., 911, 112, 10177, 10111) that may have created confusion among responders.…”

Section: Discussioncontrasting

confidence: 81%

See 1 more Smart Citation

Knowledge, Attitudes and Perceptions Regarding Basic Life Support Among Teachers in Training

Ojifinni¹,

Motara²,

Laher³

2019

Cureus

View full text Add to dashboard Cite

Background Cardiac arrests may occur anytime, anywhere and to anyone including learners at schools. Teachers have a moral obligation to care for learners while on the school premises. Outcomes after cardiac arrest are better when the first-responder possesses adequate knowledge and skill in basic life support (BLS) and cardiopulmonary resuscitation (CPR). The aim of this study was to assess the knowledge, attitudes and perceptions of student-teachers pertaining to BLS. Methods This was a self-administered, questionnaire based, prospective and cross-sectional study of senior undergraduate student-teachers enrolled at a South African university. The study was conducted between 04 November 2017 and 18 February 2018. Results A total of 316 student-teachers, with a mean age of 21.8 ± 2.6 years completed the survey. Trauma-related emergencies, allergic reactions and breathing difficulties were witnessed during practice teaching sessions at various schools by 52.5% (n = 166), 36.4% (n = 115) and 32.9% (n = 104) of participants, respectively. The mean knowledge score pertaining to BLS was 4.0 ± 1.7 out of 12 points. Previous CPR training was associated with a good knowledge score (p = 0.005) and confidence in responding to an emergency (p = 0.005). Most of the participants (N = 288, 91.1%) had no formal training in CPR with more than three-quarters (76.4%) of them not knowing where to acquire training. Barriers to initiating CPR included fear of litigation (n = 264, 83.5%), injury to the victim (n = 238, 75.3%), presence of blood, vomitus or secretions (n = 206, 65.2%) and fear of contracting a disease (n = 186, 58.8%). Most (n = 255, 80.7%) respondents reported that they would perform CPR on a learner at school. Conclusion Student-teachers surveyed in this study displayed poor knowledge and perceptions but positive attitudes with regards to the practice of CPR and BLS. Consideration should be given to including formal CPR training as part of the curriculum for teachers in training.

show abstract

Section: Discussioncontrasting

confidence: 81%

“…Several international studies have reported on the knowledge and attitudes of teachers with regards to the practice of BLS and bystander CPR in the school setting [7,8]. However, there is paucity of local data.…”

mentioning

confidence: 99%

Knowledge, Attitudes and Perceptions Regarding Basic Life Support Among Teachers in Training

Ojifinni¹,

Motara²,

Laher³

2019

Cureus

View full text Add to dashboard Cite

show abstract

“…These findings are in agreement with those of previous studies which have consistently shown poor BLS knowledge among teachers. 18,19 Training helps people to learn the skills and develop the confidence to provide CPR when encountering a cardiac arrest victim. 6 Another key area of this study was the effect of training status on participants' knowledge and confidence to perform BLS.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the basic life support knowledge among schoolteachers: A cross-sectional survey in Kayseri, Turkey

Dursun¹,

Özsoylu²,

Emeklioğlu³

et al. 2018

Turk J Pediatr

View full text Add to dashboard Cite

Dursun A, Özsoylu S, Emeklioğlu B, Akyıldız BN. Evaluating the basic life support knowledge among schoolteachers: A cross-sectional survey in Kayseri, Turkey. Turk J Pediatr 2018; 60: 702-708.Children spend a significant proportion of their day in school when they are not with their families.Therefore they might experience medical emergency situations due to injuries, complications of chronic health conditions, or unexpected major illnesses that occur in school. In cases of emergencies, school teachers are expected to play a key role in performing basic life support (BLS) on school children. Very limited data are present in the literature that address the knowledge of the schoolteacher regarding BLS. The primary objective of this study was to asses the BLS knowledge, training status and attitude towards pediatric BLS among schoolteachers.The study had a cross-sectional research design and was conducted between January and March 2017. A self administered questionnaire was used for data collection to assess the knowledge of teachers.The questionnaires were filled in by 541 teachers (243 male and 298 women). The median age of the study population was 39 (34-45) years. One-third of the respondents reported having taken a BLS class in the past (33.1%). The mean for the correct answers for the study population was 5/14 (4/14-7/14). For trained teachers, it was 6/14 (4/14-8/14) and for untrained teachers, it was 5/14 (3/14-7/14)(P < 0.001). There were no differences between teachers who had attended different BLS courses. Significant differences between teachers were observed: 62% of teachers with previous BLS training felt capable of providing cardio pulmonary resusitation (CPR) to their students compared to 48% in the group without previous training (P =0.001). Ninety-five percent of the teachers were eager to attend a BLS course and 92% reported that BLS training should be mandatorily given for teacher certification.Teachers are aware of the importance of BLS and they are willing to attend BLS training programs and improve their knowledge.Despite the fact that the knowledge of trained teachers was found to be better than those of untrained teachers, school teachers in Turkey have a low level of knowledge and skills regarding BLS.

show abstract

“…The survival chance increases by two-fold if basic life support (BLS) is ini ated by the first person intervening the pa ent and if automated external defibrillators (AED) 4 has been used at the earliest moment. It is important that all medical and paramedical staffs acquire a BLS training as they come across life-threatening emergencies 5,6 in their rou ne life. As cardiac arrest can happen any me, anywhere and to anyone, even the general non-medical popula on should learn BLS skill.…”

Section: Introductionmentioning

confidence: 99%

Knowledge and Awareness of Basic Life Support among Medical Staffs of Birat Medical College and Teaching Hospital

Arjyal

Rajbanshi

Khanal

et al. 2019

Birat J. Health Sci.

View full text Add to dashboard Cite

Introduction: It is essential that all the medical professionals should have adequate skill for basic life support (BLS) for better outcome of cardiac arrest patients. The objective of the study is to assess the knowledge and awareness of BLS among the medical doctors, nursing staffs and health care paramedics working in Birat Medical College and Teaching Hospital, Biratnagar. Methodology: A three-month duration observational questionnaire-based survey was conducted at Birat Medical College and Teaching Hospital, Biratnagar to assess the knowledge, awareness of basic life support among the medical doctors, nursing staffs and health care paramedics. A total of ten questions were designed to assess the knowledge and awareness regarding BLS skill. Three questions were designed to assess the previous experiences on cardiac arrest situation and BLS training. Similarly, two additional questions were added to assess the self-grading of BLS knowledge which included poor, below average, good and excellent. Result: It was observed that only 14% participants had previous BLS training. Surprisingly, 76% of the participants had encountered cardiac arrest situation in their clinical practice but they were managing those cases with limited knowledge on BLS. The correct answer to the self-structured questionnaire were ticked by less than 50% of participants and majority of the participants came below average on self-grading of the knowledge and awareness suggesting the need of easy accessibility of BLS training centers in the eastern part of Nepal. Conclusion: This study revealed that the knowledge and awareness of basic life support skills among the various staffs was mostly below average to poor. Significant amount of cost effective BLS trainings must be conducted so as to develop competent staffs by various training centers

show abstract

Knowledge and attitude of basic life support (BLS) among school teachers in Hebron, Palestine

Cited by 19 publications

References 5 publications

Knowledge, Attitudes and Perceptions Regarding Basic Life Support Among Teachers in Training

Knowledge, Attitudes and Perceptions Regarding Basic Life Support Among Teachers in Training

Evaluating the basic life support knowledge among schoolteachers: A cross-sectional survey in Kayseri, Turkey

Knowledge and Awareness of Basic Life Support among Medical Staffs of Birat Medical College and Teaching Hospital

Contact Info

Product

Resources

About