Neither Basic Life Support knowledge nor self‐efficacy are predictive of skills among dental students

Phadraig, Caoimhin Mac Giolla; Ho, Joyce; Guérin, Suzanne; Yeoh, Y. L.; Medhat, Mervat; Doody, Katie; Hwang, Seung-won; Hania, Mohamed; Boggs, Shane; Nolan, Anne; Nunn, June

doi:10.1111/eje.12199

Cited by 11 publications

(8 citation statements)

References 19 publications

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“…Although students who had received more than one BLS training scored higher (41.5% correct answers) than the students who had only had the mandatory class (39.5% mean correct answers), the difference in the scores was narrow and both showed a mean less than 50%, which was unsatisfactory these results are consistent with previous Saudi Arabian study, which has consistently found low BLS awareness [12], [13]. Furthermore, several countries have recorded low BLS awareness scores among health students [14]- [16].…”

Section: Discussionsupporting

confidence: 86%

Students’ knowledge and attitudes toward basic life support

Alfakey

Alkarani

2021

IJERE

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<span lang="EN-US">Students spend a significant proportion of their day in colleges and healthcare facilities where they might experience medical emergencies, or unexpected accidents, that occur in these places. Nursing students are expected to play a key role in performing basic life support. This study is to evaluate knowledge, attitudes and training status with regard to basic life support (BLS). An online cross-sectional survey was conducted in Taif University, Saudi Arabia. 170 students agreed to fill out a questionnaire. The questions used in the questionnaire were prepared according to 2015 AHA guidelines. The majority of subjects (52.9%) reported that they had attended a BLS course. The mean age of the study population was 21.64 years. Previous CPR training had a significant effect on the correct responses (P <0.01). This study found significant differences between the students observed: (58.3%) of students with previous BLS training felt capable of providing CPR to their fellow college students, compared to (42.7%) in the group without previous training (P =0.01). Importantly, over all subjects the attitude to learning on a BLS training course was positive. Inconclusions this study corroborates previous reports that the knowledge, skills and attitudes of trained students are better than those of untrained students.</span>

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Section: Discussionsupporting

confidence: 86%

Students’ knowledge and attitudes toward basic life support

Alfakey

Alkarani

2021

IJERE

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“…8 Poor BLS knowledge scores among health students have been reported in many countries. 9,[16][17][18][19][20] Perceived barriers to BLS competency-including a lack of adequate education (i.e. knowledge acquisition) and educational reinforcement (i.e.…”

Section: Discussionmentioning

confidence: 99%

Knowledge and Attitudes Towards Basic Life Support Among Health Students at a Saudi Women’s University

Al-Mohaissen¹

2017

SQUMJ

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Objectives: Awareness of basic life support (BLS) is paramount to ensure the provision of essential life-saving medical care in emergency situations. This study aimed to measure knowledge of BLS and attitudes towards BLS training among female health students at a women's university in Saudi Arabia. Methods: This prospective cross-sectional study took place between January and April 2016 at five health colleges of the Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia. All 2,955 students attending the health colleges were invited to participate in the study. Participants were subsequently asked to complete a validated Englishlanguage questionnaire which included 21 items assessing knowledge of BLS and six items gauging attitudes to BLS. Results: A total of 1,349 students completed the questionnaire (response rate: 45.7%). The mean overall knowledge score was very low (32.7 ± 13.9) and 87.9% of the participants had very poor knowledge scores. A total of 32.5% of the participants had never received any BLS training. Students who had previously received BLS training had significantly higher knowledge scores (P <0.001), although their knowledge scores remained poor. Overall, 77.0% indicated a desire to receive additional BLS training and 78.5% supported mandatory BLS training. Conclusion: Overall knowledge about BLS among the students was very poor; however, attitudes towards BLS training were positive. These findings call for an improvement in BLS education among Saudi female health students so as to ensure appropriate responses in cardiac arrest or other emergency situations.

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“…Accordingly, participants obtained a score between 0 and 10. Participants passed the MCQ when scoring ≥ 8, based on current examination practices of life support courses [ 15 , 23 ].…”

Section: Methodsmentioning

confidence: 99%

Retention of knowledge and skills in pediatric basic life support amongst pediatricians

et al. 2018

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Retention of resuscitation skills is usually assessed at a predefined moment, which enables participants to prepare themselves, possibly introducing bias. In this multicenter study, we evaluated the retention of knowledge and skills in pediatric basic life support (PBLS) amongst 58 pediatricians and pediatric residents with an unannounced examination. Practical PBLS skills were assessed with a validated scoring instrument, theoretical knowledge with a 10-item multiple-choice test (MCQ). Participants self-assessed their PBLS capabilities using five-point Likert scales. Background data were collected with a questionnaire. Of our participants, 21% passed the practical PBLS exam: 29% failed on compressions/ventilations, 31% on other parts of the algorithm, 19% on both. Sixty-nine percent passed the theoretical test. Participants who more recently completed a PBLS course performed significantly better on the MCQ (p = 0.03). This association was less clear-cut for performance on the practical exam (p = 0.11). Older, attending pediatricians with more years of experience in pediatrics performed less well than their younger colleagues (p < 0.05). Fifty-one percent of the participants considered themselves competent in PBLS. No correlation was found between self-assessed PBLS capabilities and actual performance on the practical exam (p = 0.25).Conclusion: Retention of PBLS skills appears to be poor amongst pediatricians and residents, whereas PBLS knowledge is retained somewhat better. What is Known: • Pediatricians and pediatric residents are not always competent in pediatric basic life support (PBLS) in daily practice. Poor retention of skills supposedly accounts for this incompetence. Without regular exposure, resuscitation skills usually deteriorate within 3 to 6 months after training.• Examination of resuscitation skills usually takes place after training. Also, in most studies evaluating retention of skills, participants are tested at a predefined moment. Inasmuch as participants are able to prepare themselves, these assessments do not reflect the ad hoc resuscitation capabilities of pediatricians and residents. What is New: • In this study, pediatricians and pediatric residents had to complete an unannounced PBLS exam at variable time intervals from last certification. Retention of PBLS skills was rather poor (pass rate 21%).• The PBLS skills of older, attending pediatricians with many working years in pediatrics appeared to be inferior to those of their younger colleagues.Electronic supplementary materialThe online version of this article (10.1007/s00431-018-3161-7) contains supplementary material, which is available to authorized users.

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Neither Basic Life Support knowledge nor self‐efficacy are predictive of skills among dental students

Cited by 11 publications

References 19 publications

Students’ knowledge and attitudes toward basic life support

Students’ knowledge and attitudes toward basic life support

Knowledge and Attitudes Towards Basic Life Support Among Health Students at a Saudi Women’s University

Retention of knowledge and skills in pediatric basic life support amongst pediatricians

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