scholarly journals Cardiopulmonary resuscitation skill training and retention in teens (CPR START): A randomized control trial in high school students

2021 ◽  
Vol 5 ◽  
pp. 100079
Author(s):  
Haamid Chamdawala ◽  
James A. Meltzer ◽  
Viswanathan Shankar ◽  
Dina Elachi ◽  
Shannon M. Jarzynka ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Randomized Control Trial ◽  
Skill Training ◽  
School Students ◽  
Randomized Control

The Iterative Development and Testing of an Interactive Mobile Application for Skill Retention of Cardiopulmonary Resuscitation Among High School Students: A Pilot Study

2021 ◽  
pp. 104687812110326
Author(s):  
Adeel Arif ◽  
Amber Arif ◽  
Kimberly Anne Fasciglione ◽  
Farrukh Nadeem Jafri
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Mobile Apps ◽  
Low Cost ◽  
Survival Rates ◽  
Compression Rate ◽  
School Students ◽  
Skill Retention ◽  
Before And After

Abstract: Background Locations concentrated with High School (HS) students tend to have lower out-of-hospital cardiac arrest (OHCA) survival rates. Mobile applications (apps) have the capability to augment cardiopulmonary resuscitation (CPR) skill retention as a low-cost, accessible training method. Methods An iterative process to develop an app to reinforce CPR skills emphasizing hand placement, compression rate, real-time feedback, and recurring tips is described. The app was tested on HS students to measure its impact on quality and comfort of CPR using Likert surveys and skills assessments before and after one month of usage. CPR Score and compression rate were measured using the Laerdal™ Little Anne Manikin QCPR software. Results Fourteen HS students participated in a prospective observational study. It was found that the use of the developed app was associated with improved CPR performance (80.43% v. 87.86%, p=0.01-0.02, 95% CI=2.20-12.66) after one month. Additionally, improvements were demonstrated in compression rate accuracy (21.43% v. 64.29%, p=0.041, 95% CI=0.132-0.725), increased comfort performing CPR (3.86 v. 4.79, p<0.001, 95% CI =0.99-1.00) and comfort performing CPR on strangers (2.71 v. 4.42, p<0.001, 95% CI=1.24-2.19). In addition, for every time the app was used, CPR performance increased by 0.5668% (p=0.0182). Conclusion Findings suggest that mobile apps may have promising implications as augmentative tools for CPR curriculums.

THE ATTITUDE OF JAPANESE HIGH SCHOOL STUDENTS TOWARD BYSTANDER CARDIOPULMONARY RESUSCITATION.

2006 ◽  
Vol 34 ◽  
pp. A117
Author(s):  
Wataru Omi ◽  
Takumi Taniguchi ◽  
Hideo Inaba ◽  
Masayuki Takamura ◽  
Shuichi Kaneko
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
School Students ◽  
Bystander Cardiopulmonary Resuscitation

scholarly journals Training in cardiopulmonary resuscitation provided by medical students, residents and specialists: A non-inferiority trial

2017 ◽  
Vol 25 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Dan Sebastian Dîrzu ◽  
Natalia Hagău ◽  
Theodor Boț ◽  
Loredana Fărcaș ◽  
Sanda Maria Copotoiu
Keyword(s):  
High School ◽  
Intensive Care ◽  
High School Students ◽  
Medical Students ◽  
Cardiopulmonary Resuscitation ◽  
Chest Compression ◽  
Life Support ◽  
School Students ◽  
Definitive Answer ◽  
Resuscitation Training

Introduction: No definitive answer has been given to the question ‘who should teach cardiopulmonary resuscitation?’ Healthcare professionals and high school teachers are mostly the trainers, but medical students are increasingly being used for this purpose. Methods: We divided 296 high school students in three groups based on trainer professional level. Medical students, anaesthesia and intensive care residents, and anaesthesia and intensive care specialists provided basic life support training. We tested their theoretical knowledge with the help of a multiple-choice question questionnaire and practical abilities with the help of a medical simulator, recording chest compression frequency as the primary outcome parameter. Results: The study shows comparable results in all groups, with the exception of the chest compression frequency which was higher in the students’ and residents’ groups (students: 134.7/min ± 14.1; residents: 137.9/min ± 15.9; specialists: 126.3/min ± 19.3). Increased rates were not associated with lower depths (39.0 mm ± 8.2, 40.5 mm ± 9.7, and 38.1 mm ± 8.2), so the quality of compressions provided may be seen as equivalent in all the study groups. Conclusion: Our data suggest that medical students may be as effective as anaesthesia and intensive care specialists and residents in cardiopulmonary resuscitation training.

scholarly journals Vocational and technical high school 12th grade students’ perceptions of their internships in businesses and skill training studiesMesleki ve teknik liseleri 12. sınıf öğrencilerinin işletmelerde yaptıkları staj ve beceri eğitimi çalışmalarına ilişkin algıları

2017 ◽  
Vol 14 (3) ◽  
pp. 3044
Author(s):  
Cemal Kalsen ◽  
İzzet Kaplan ◽  
Muzaffer Şimşek
Keyword(s):  
High School ◽  
High School Students ◽  
Artificial Respiration ◽  
Skill Training ◽  
Work Force ◽  
School Students ◽  
Technical High School ◽  
12Th Grade ◽  
The Universe ◽  
Occupational Skill

The aim of this research is to reveal the perceptions of 12th gradevet students about their internship activity and occupational skill training by using metaphors. The universe of the research is 12 th grade vocational and technical high school students in Afyon. In analyzing process content analysis, which is one of the quantitive analysis methods, wasused. According to the results students identified internship and occupational skill training with metaphors such as slavery, experience, funandent ertainment, useless and meaningless. Students’ metaphors such as “slave, torture, grave punishment, share cropper and hodman indicate that students have problems in internship training, the working conditions are not good it heyareseen as cheap work-force and they are not valued. Furthermore students’ metaphors such as “artificial respiration, marsh, broken glass, harassment Show that there is an mismatch between students’ need sand firms’ needs. However, students’ metaphors of internship’ spreparing them for work life, more experience, learning of the job and earning moneys how that students have good attitudes towards the jobs they chose by interiorizing them.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu çalışmanın amacı, mesleki ve teknik ortaöğretim kurumlarının 12. sınıfına devam eden öğrencilerin işletmelerdeki staj ve beceri kazanma eğitimi algılarını metaforlar yoluyla ortaya koymaktır. Araştırmanın çalışma evrenini Afyonkarahisar ilinde mesleki ve teknik liselere devam eden 12.sınıf öğrencileri oluşturmaktadır. Verilerin analizinde nitel araştırma yöntemlerinden içerik analiz tekniği kullanılmıştır. Araştırma sonuçlarına göre; öğrenciler, staj ve beceri eğitimini, kölelik, tecrübe, keyif ve eğlence, gereksiz ve anlamsız gibi metaforlarla tanımlamışlardır. Öğrencilerin de staj/beceri eğitimine ilişkin “köle, işkence, kabir azabı, maraba, amele” gibi metaforları staj eğitiminde sorunlar yaşandığı, çalışma koşullarının uygun olmadığı, ucuz işgücü olarak görüldüğü ve değer verilmediğinin göstergeleri niteliğindedir. Yine staj ve beceri eğitimi alan öğrencilerin “suni solunum, bataklık, kırık bardak, usandırma, patlıcan yoğurma” gibi metaforları, öğrencilerin beklentileri ile işletmelerin beklentileri arasında bir uyumsuzluk olduğunu ortaya koymaktadır. Bununla birlikte, öğrencilerin, staj/beceri eğitim çalışmalarının kişiyi iş yaşamına hazırladığı, tecrübesini arttırdığı, mesleği öğrendiği, para kazandırdığı yönündeki metaforları, staj/beceri eğitimi ile seçmiş olduğu mesleği içselleştirerek olumlu bir tutum içerisinde olduklarını göstermektedir. 

scholarly journals A Comparison of Rational-Emotional approach and Strict Discipline Efficiency on Rational, Emotional, and Behavioral Skills among High School Students

2020 ◽  
pp. 59-63
Keyword(s):  
High School ◽  
High School Students ◽  
Life Skills ◽  
Skill Training ◽  
Second Grade ◽  
School Students ◽  
Behavioral Skills ◽  
Statistical Population ◽  
Emotional Skills ◽  
Second Grade Students

Background and Objective: Rational, emotional, and behavioral skills include self-awareness, as well as critical and creative thinking, which assist individuals in acquiring a deeper understanding of their personality, weaknesses, strengths, emotions, values, and identity. The present research aimed to compare the effect of the rational-emotional theory and strict discipline on rational, emotional, and behavioral skills among high school second-grade students. Materials and Methods: The current study was conducted based on a pre and post-test design on three groups, including one control and two test groups. The statistical population consisted of 90 male second-grade high school students in Tehran during 2019-2020. The G*Power software was used to calculate the sample size. A number of 75 second-grade students were recruited for this study via the convenient sampling method. After that, the participants were assigned to three groups of 25 students. A self-made questionnaire of life skills, similar to Saatchi, Kamkar, and Askarian, was employed for data collection. Fifteen experts in curriculum planning confirmed the internal and external validity of the questionnaire. Moreover, its reliability was confirmed, rendering a Cronbach's alpha coefficient of 0.92. The data were analyzed in SPSS software (version 21) using multi-variant analysis of the covariance and Scheffe's Post Hoc test. Results: Based on the results, the rational-emotional method had a more significant effect on students' rational (F=11.56, P<0.001), emotional (F=20.33, P<0.001), and behavioral skills (F=16.67, P<0.001), compared to the strict discipline. Conclusions: It can be concluded that life skill training through rational-emotional theory brings about a marked increase in students' rational, behavioral, and emotional skills. Nevertheless, the strict discipline method revealed no significant association between training students on life skills and increased rational, behavioral, and emotional skills.

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