What biomechanical factors are more important in compression depth for children lifesavers? A randomized crossover study

Otero-Agra, Martín; Rodrı́guez-Núñez, Antonio; Rey, Ezequiel; Abelairas‐Gómez, Cristian; Besada-Saavedra, Iker; Antón-Ogando, Ana Pilar; García, Sergio López; Conty, José Luis Martín; Barcala-Furelos, Roberto

doi:10.1016/j.ajem.2018.05.003

Cited by 14 publications

(14 citation statements)

References 26 publications

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“…These results reinforce the 2021 ERC educational guideline recommendation to start Basic Life Support training as early as possible, since even young children can learn stepwise the components of the chain of survival and may remember these for a lifetime. Baldi et al, 2015;Böttiger et al, 2020;Greif et al, 2021) Earlier studies suggested that 12 to 13 years is the approximate age at which children may have the sufficient physical characteristics to perform CPR of acceptable quality (Abelairas-Gómez et al, 2014;Otero-Agra et al, 2019b). We found physical differences in height and weight between 11-to 12-year-old and 8-to 9-year-old schoolchildren.…”

Section: Discussionmentioning

confidence: 55%

“…Earlier studies suggested that 12 to 13 years is the approximate age at which children may have the sufficient physical characteristics to perform CPR of acceptable quality (Abelairas-Gómez et al, 2014; Otero-Agra et al, 2019b). We found physical differences in height and weight between 11- to 12-year-old and 8- to 9-year-old schoolchildren.…”

Section: Discussionmentioning

confidence: 99%

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Paediatric manikins and school nurses as Basic Life Support coordinators: A useful strategy for schools?

Otero-Agra

Rey-Fernández

Pacheco-Rodríguez

et al. 2022

Health Education Journal

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Objective: To evaluate cardiopulmonary resuscitation (CPR) skills performance and retention in schoolchildren aged 8 to 12 years following instruction by their teachers and with the guidance of a school nurse using paediatric manikins. Design: Descriptive simulation trial. Method: A school nurse provided support to six schoolteachers as they taught a modified 40-minute CPR course. Pupils were shown an out-of-hospital cardiac-arrest recognition video followed by a CPR simulation using paediatric manikins. 117 schoolchildren aged 8 to 12 years received the training. Both the schoolchildren and teachers completed a survey before and afterwards. Children completed an out-of-hospital cardiac-arrest recognition test and a 1-minute CPR test 1 week later. Results: After training, schoolchildren increased their self-efficacy as rescuers (8 ± 2 vs 10 ± 2; p < 0.001). Irrespective of age differences, 74% of schoolchildren performed the entire out-of-hospital cardiac-arrest recognition sequence correctly. Children aged 11 to 12 years and 10 to 11 years performed higher quality CPR (49% and 47%, respectively) compared to 8 to 9 year olds (14%, p = 0.008 and p = 0.014). Children aged 11 to 12 years outperformed younger children aged 8 to 9 years with respect to compression depth (48 ± 6 mm vs 43 ± 5 mm, p = 0.008) Conclusion: Schoolchildren’s teachers, who were guided by a nurse using paediatric manikins, taught children aged 10 to 12 years to perform high-quality CPR. We suggest integrating paediatric manikins as part of children’s CPR training as feedback from successful CPR performance increases motivation and confidence to act as a rescuer as well as improves skills retention.

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Section: Discussionmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Paediatric manikins and school nurses as Basic Life Support coordinators: A useful strategy for schools?

Otero-Agra

Rey-Fernández

Pacheco-Rodríguez

et al. 2022

Health Education Journal

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“…Age itself may not be the most important variable; a child's weight or body mass index may be just as important. 16,50,51 Mean compression depths achieved by schoolchildren on manikins after BLS training vary widely and depend on their body size, which in turn can vary by age and sex. 15,[52][53][54][55][56] A minimum body weight of 40 to 50 kg appears to be required to achieve sufficient force for adequate depth of compressions.…”

Section: Chest Compression Depth and Ratementioning

confidence: 99%

KIDS SAVE LIVES: Basic Life Support Education for Schoolchildren: A Narrative Review and Scientific Statement From the International Liaison Committee on Resuscitation

Schroeder¹,

Semeraro²,

Greif³

et al. 2023

Circulation

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BACKGROUND: Basic life support education for schoolchildren has become a key initiative to increase bystander cardiopulmonary resuscitation rates. Our objective was to review the existing literature on teaching schoolchildren basic life support to identify the best practices to provide basic life support training in schoolchildren. METHODS: After topics and subgroups were defined, a comprehensive literature search was conducted. Systematic reviews and controlled and uncontrolled prospective and retrospective studies containing data on students <20 years of age were included. RESULTS: Schoolchildren are highly motivated to learn basic life support. The CHECK-CALL-COMPRESS algorithm is recommended for all schoolchildren. Regular training in basic life support regardless of age consolidates long-term skills. Young children from 4 years of age are able to assess the first links in the chain of survival. By 10 to 12 years of age, effective chest compression depths and ventilation volumes can be achieved on training manikins. A combination of theoretical and practical training is recommended. Schoolteachers serve as effective basic life support instructors. Schoolchildren also serve as multipliers by passing on basic life support skills to others. The use of age-appropriate social media tools for teaching is a promising approach for schoolchildren of all ages. CONCLUSIONS: Schoolchildren basic life support training has the potential to educate whole generations to respond to cardiac arrest and to increase survival after out-of-hospital cardiac arrest. Comprehensive legislation, curricula, and scientific assessment are crucial to further develop the education of schoolchildren in basic life support.

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“…3 However, the body weight of the rescuer is much more important than the age in itself for delivering effective chest compression. 8,16 Even substantially younger children are able to learn the main components of BLS, and many international programs successfully teach young children BLS. In our case, young schoolchildren were capable of learning the first links in the chain of survival, recognizing cardiac arrest and alerting emergency services, easily and successfully with new educational material, which is in line with earlier reports.…”

Section: Discussionmentioning

confidence: 99%

Teaching Basic Life Support to 5- to 8-Year-Old Children: A Cluster Randomized Trial

et al. 2021

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OBJECTIVE:We aimed to compare traditional basic life support (BLS) education with specific and innovative educative didactic material that has been previously designed and validated.METHODS: Fifteen classes of schoolchildren aged 5 to 8 years (n = 237) were randomly assigned to 4 groups in which different didactic and complementary materials were used: (1) the Rescube tool with a cuddly toy (n = 61), (2) the Endless Book tool with a cuddly toy (n = 74), (3) traditional teaching with a cuddly toy (n = 46), and (4) traditional teaching with a manikin (n = 55). The BLS sequence was assessed at baseline (T0). After that, children took part in a one-hour theory and practice session in their assigned training modality. BLS sequence was assessed again within one week (T1) and after one month (T2). RESULTS:The 4 modalities were successful in improving children's skills when comparing T0 with both T1 and T2 (P < .05). At T2, more schoolchildren remembered the complete BLS sequence after using the Rescube (75%) compared with the number of schoolchildren who remember the complete BLS sequence after using the Endless Book (53%), a manikin (42%), or a cuddly toy (13%) (P < .05). A higher proportion of participants who used the Rescube correctly performed all the BLS steps analyzed compared with those who used only the manikin or a cuddly toy during the learning phase. The Endless Book was also more effective except for learning to check consciousness and breathing. CONCLUSION:Better BLS learning and knowledge retention outcomes were achieved by using our specific and adapted didactic materials (Rescube and Endless Book). These new educational tools have the potential to substantially support BLS school education programs.

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What biomechanical factors are more important in compression depth for children lifesavers? A randomized crossover study

Cited by 14 publications

References 26 publications

Paediatric manikins and school nurses as Basic Life Support coordinators: A useful strategy for schools?

Paediatric manikins and school nurses as Basic Life Support coordinators: A useful strategy for schools?

KIDS SAVE LIVES: Basic Life Support Education for Schoolchildren: A Narrative Review and Scientific Statement From the International Liaison Committee on Resuscitation

Teaching Basic Life Support to 5- to 8-Year-Old Children: A Cluster Randomized Trial

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