Readiness of Hong Kong secondary school teachers for teaching cardiopulmonary resuscitation in schools: A questionnaire survey

Abstract

Background: Bystander cardiopulmonary resuscitation can improve the survival rate of patients with out-of-hospital cardiac arrest. Teaching cardiopulmonary resuscitation in schools by teachers is one of the ways to increase the number of bystanders who can perform cardiopulmonary resuscitation. Nevertheless, there have been no studies on the readiness of teachers in Hong Kong to teach cardiopulmonary resuscitation in their schools. Objective: To assess whether secondary school teachers are prepared to teach their students cardiopulmonary resuscitation. Methods: This was a questionnaire survey. Teachers from 22 local secondary schools were recruited. The questionnaires were designed with questions covering their knowledge about cardiopulmonary resuscitation and attitudes towards teaching their students cardiopulmonary resuscitation. A knowledge score and attitude score were calculated. Result: 557 teachers completed the questionnaires. Most had never witnessed a cardiac arrest and over half of them had never been trained cardiopulmonary resuscitation or use of an automated defibrillator. About 25% of them answered all questions on knowledge wrong. Only 25% supported teaching cardiopulmonayr resuscitation in schools and 32% were willing to teach it. Legal liability was a major concern. Conclusion: Local teachers' readiness for teaching students cardiopulmonary resuscitation in secondary schools is likely poor. More efforts are required to raise their knowledge level on cardiopulmonary resuscitation and instill a positive attitude towards cardiopulmonary resuscitation education in schools.

Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness

“…In addition, these pillars are considered to be vectors of teaching efficacy. Fan et al [23] narrowed the conception and pointed out knowledge about a specific subject matter and attitudes as components of teaching readiness. Moran and Hoy approached teacher's readiness as teacher efficacy, presenting a model (the Ohio State Teacher Efficacy Scale (OSTES) model), which includes three factors: instruction, management, and engagement.…”

“…In addition, it has theoretical and practical implications as follows. Most previous papers have discussed the readiness for teaching from a more general perspective [4,7,12,13,21] or have narrowed down the approach to a small set of teaching components or education levels (e.g., motivation, instructional strategies, and sustainability in primary education) [2,6,22,23,42,46,48]. In this paper, our focus was on a comprehensive approach of pre-service teachers' job readiness from an ESD perspective.…”

Teaching Basic Life Support to schoolchildren: quasi-experimental study

“…Studies ( 1 , 4 ) pointed out that the main cause of prehospital death is the lack of care, followed by inadequate assistance. In the case of Cardiorespiratory Arrest (CRA), if the resuscitation maneuver is performed within the first minute, the chances of success are up to 98%.…”

“…In this sense, the actions provided by trained people are crucial for better prognosis and survival in situations such as hemorrhages, fainting, choking and CRA that occur, in general, outside health institutions ( 3 ) . Studies have highlighted that the CRA resuscitation maneuver, initiated by trained people until the arrival of emergency services professionals, is associated with a survival rate up to three times higher when compared to victims in CRA who did not receive assistance ( 4 - 6 ) .…”

“…In the basic education environment, some research has shown that the knowledge and skills of teachers and students in caring for victims in situations of CRA can be improved after educational intervention ( 4 , 9 ) . When the offer of educational activities on CRA is regular, the chances of promptness and effectiveness in attendance are greater, considering that knowledge and skills may be reduced over time ( 2 ) .…”