Un primer paso en la enseñanza del soporte vital básico en las escuelas: la formación de los profesores

López, María Pichel; Martínez‐Isasi, Santiago; Barcala-Furelos, Roberto; Fernández-Méndez, Felipe; Santamariña, David Vázquez; Sánchez-Santos, Luís; Rodrı́guez-Núñez, Antonio

doi:10.1016/j.anpedi.2017.11.002

Cited by 34 publications

(37 citation statements)

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“…vs. 32 min. en In this research, the mean CPR quality achieved after training (67 %) was similar to that achieved in other studies with a longer duration (teachers; 80 minutes; 69 %) (Pichel-López et al, 2018) and higher than the level in others (students doing the Master's Degree in Teaching; 120 minutes; 53 %) (Nava rro-Patón et al, 2017).…”

Section: Discussionsupporting

confidence: 87%

“…Uno de esos ámbitos es la escuela, y se la ha considerado como uno de los mejores lugares para formar a los posibles primeros intervinientes (Abelairas et al, 2014;Navarro-Patón et al, 2017). La formación de personal docente es bien recibida por parte del personal educativo (López-Unanue et al, 2008), ha demostrado ser eficaz en cuanto a la mejora de los conocimientos en soporte vital básico (SVB) (Pichel-López et al, 2018) y puede generar un aprendizaje eficaz de dichas maniobras por parte del alumnado (Plant y Taylor, 2013).…”

Section: Introductionunclassified

“…En los últimos años se han implementado programas de formación de corta duración (≤ 2 horas) que han demostrado una mejora en la ejecución de la RCP (Pichel-López et al, 2018). Sin embargo, largos períodos de desentrenamiento pueden provocar un descenso en la calidad de la reanimación (Brown y Dillon, 2018;Niles et al, 2017).…”

Section: Introductionunclassified

“…One such area are schools, regarded as one of the best places to train potential first responders (Abelairas et al, 2014;Navarro-Patón et al, 2017). This training is well received by teaching staff (López-Unanue et al, 2008), it has proven to be effective in improving basic life support (BLS) knowledge (Pichel-López et al, 2018) and is conducive to students learning these maneuvers effectively (Plant and Taylor, 2013).…”

Section: Metodología Participantes Introductionmentioning

confidence: 99%

“…In recent years, short training programs (≤2 hours) implemented have shown an improvement in the performance of CPR (Pichel-López et al, 2018). However, long periods of detraining can lead the quality of resuscitation to fall (Brown & Dillon, 2018;Niles et al, 2017).…”

Section: Metodología Participantes Introductionmentioning

confidence: 99%

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Efectos de una práctica de 45 minutos de RCP en futuro profesorado de educación física

Ruibal-Lista¹,

Aranda-García²,

García³

et al. 2019

Apunts

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ResumenIntroducción. Un colectivo muy indicado para aprender maniobras de reanimación cardiopulmonar básica (RCP-B) es el del profesorado, sin embargo, la posibilidad de formarse sobre este tema durante sus estudios universitarios es escasa. Objetivo. Analizar la efectividad de una sesión formativa de corta duración de RCP a corto y largo plazo en futuro profesorado de educación física. Material y métodos. Se realizó un estudio cuasiexperimental sin grupo control en el que participaron estudiantes universitarios del grado en Ciencias de la Actividad Física y el Deporte en 4 momentos diferentes: 1º evaluación de la calidad de RCP-B antes de la formación; 2º sesión de formación en RCP-B; 3º evaluación de la calidad de RCP-B tras la formación, y 4º evaluación de la retención del aprendizaje adquirido tras 6 meses de desentrenamiento. La formación consistió en una sesión teórico-práctica de 45 minutos con instructores y maniquís de entrenamiento. Resultados. Participaron 24 estudiantes universitarios (41.6 % mujeres). Tras la formación recibida se mejoró de forma significativa la calidad global de las compresiones (53.4 vs. 66.9 %; p = .006); la profundidad media alcanzada (43.4 vs. 48.5 mm; p < .001); el porcentaje de compresiones con una profundidad adecuada (25.7 vs. 53.3 %; p=.024); el porcentaje de compresiones con ritmo adecuado (34.6 vs. 64.2 %; p = .039) y la posición correcta de las manos (61.9 vs. 88.9 %; p = .001). Al cabo de 6 meses solamente la posición de manos sufrió un descenso significativo (88.9 vs. 83.1 %; p = .001). La calidad de las ventilaciones no sufrió cambios, con valores de baja calidad durante todo el estudio (20.0 vs. 28.1 vs. 25.0 %; p = .194). Conclusiones. Tras una sesión formativa breve, futuro profesorado de educación secundaria es capaz de mejorar de forma significativa su efectividad en las compresiones durante la RCP-B, aunque se necesita una mayor formación para incrementar la calidad de las ventilaciones; dicha mejora representa un paso importante para implementar este tipo de formación en el currículo universitario.Palabras clave: reanimación cardiopulmonar básica, formación de corta duración, estudiantes universitarios, futuro profesorado AbstractIntroduction. Teachers are one of the most suitable groups for learning basic cardiopulmonary resuscitation (B-CPR), although the training available to them during their college education is scant. Objective. To analyze the short-and long-term effectiveness of a short CPR training session in future physical education teachers. Material and methods. A quasi-experimental study was conducted without a control group in which college students taking the degree in sport sciences and physical education participated at four different times: 1. Evaluation of B-CPR quality before the training; 2. B-CPR training session; 3. Assessment of B-CPR quality after training; and 4. Evaluation of learning retention after six months of detraining. The training consisted of a 45-minute theoretical and practical session with instructors and training manikin...

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Section: Discussionsupporting

confidence: 87%

Section: Introductionunclassified

Section: Metodología Participantes Introductionmentioning

confidence: 99%

Section: Metodología Participantes Introductionmentioning

confidence: 99%

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Efectos de una práctica de 45 minutos de RCP en futuro profesorado de educación física

Ruibal-Lista¹,

Aranda-García²,

García³

et al. 2019

Apunts

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KIDS SAVE LIVES in schools: cross-sectional survey of schoolteachers

et al. 2021

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Training schoolchildren in basic life support (BLS) is strongly recommended to effectively increase bystander cardiopulmonary resuscitation (CPR) rates. Paediatricians and other health staff members used to be involved in BLS training, but the wide dissemination of BLS skills would need additional support; as a solution, schoolteachers might have enough knowledge necessary to help to achieve this goal. The aim of this cross-sectional survey study, which involved 3423 schoolteachers, was to evaluate the knowledge related to first aid (FA) and BLS of schoolteachers in Spain. In addition, the study aimed to evaluate the content taught to the schoolchildren regarding FA and teachers' attitudes towards teaching FA. Threequarters of the surveyed schoolteachers reported knowing FA, and 17% reported teaching it. The emergency medical telephone number and CPR were the subjects taught most often by schoolteachers. However, the schoolteachers demonstrated a lack of knowledge in the identification of cardiac arrest and in CPR. Ninetyeight percent of the respondents agreed with including FA training in schools and as part of university degree programmes and supported the KIDS SAVE LIVES-statement. Teaching FA was a positive predictor to be willing to perform CPR (OR: 1.7; 95% CI 1.32-2.31) and to use a defibrillator (OR: 1.4; 95% CI 1.10-1.67).Conclusions: Schoolteachers are willing to teach FA in schools. However, more training and specific curricula are needed to increase the quality of schoolchildren's CPR training. The training of schoolteachers in CPR might be the foundation for the sustainable transfer of CPR-related knowledge to schoolchildren.Therefore, the inclusion of FA and BLS in university degree programmes seems to be essential.

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Assessing the quality of chest compressions with a DIY low-cost manikin (LoCoMan) versus a standard manikin: a quasi-experimental study in primary education

Peixoto-Pino,

Isasi,

Agra

et al. 2024

Eur J Pediatr

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Extending the access to cardiopulmonary resuscitation (CPR) training to a wider public is an important step in increasing survivability of out-of-hospital cardiac arrest. However, often price and maintenance of CPR manikins are barriers that prevent training at schools. This study aims to evaluate the learning of hands-only (HO) CPR by practicing with a low-cost manikin (LoCoMan) with visual qualitative feedback and to compare the results with the skills acquired by practice on a conventional manikin. A quasi-experimental study with 193 schoolchildren (10 to 12 years old) who were allocated to two groups: the LoCoMan group was taught via an integrative approach (science combined with physical education (PE)) and practiced on a handmade manikin, and a control group practiced in a traditional setting with a commercial manikin (Resusci Junior, Laerdal, Norway). All participants practiced for 1 hands-on skill session before performing a post-test on an instrumented CPR manikin. The outcomes including HO-CPR performance variables were compared between groups. The LoCoMan and control groups both achieved acceptable percentage of HO-CPR quality (57% and 71%, p = 0.004). Among 6th-graders, there were no significant differences in HO-CPR quality between LoCoMan 68% and control 71%, p = 0.66. The control group achieved better chest compression depth while the LoCoMan group showed more compressions with adequate chest recoil. Conclusion: Schoolchildren are able to build and use a low-cost manikin with visual feedback. The integrative learning approach used in this study may be a feasible alternative methodology for training and learning HO-CPR in schools when commercial manikins are not available. What is Known:• Access to CPR training should be universal and independent of age, location, financial means, or access to qualified instructors.• Scientific societies promote the implementation of CPR in schools, so that teachers and schoolchildren can play a multiplier role in their environment, but the gap in CPR learning is related to cultural, economic factors or access to resources and materials. What is New:• LoCoMan may be a useful device for teaching and learning CPR in schoolchildren from the age of 10 and upwards.• LOCOMAN shows that it is feasible and possible to build a low-cost manikin (about €5 in the European Region) and to integrate it into an integrative educational project, and outlines how this could be done. this approach can be an incentive for teachers to attempt teaching CPR, but also for education outside the formal environment.

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Un primer paso en la enseñanza del soporte vital básico en las escuelas: la formación de los profesores

Cited by 34 publications

References 20 publications

Efectos de una práctica de 45 minutos de RCP en futuro profesorado de educación física

Efectos de una práctica de 45 minutos de RCP en futuro profesorado de educación física

KIDS SAVE LIVES in schools: cross-sectional survey of schoolteachers

Assessing the quality of chest compressions with a DIY low-cost manikin (LoCoMan) versus a standard manikin: a quasi-experimental study in primary education

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