Are primary school children able to perform basic first aid skills? A 3-day first aid program for 9- to 10-year-old children

“we !MUST! have a first aid kit” – On the argumentative potential of prosody in consensual discussions among primary school childrenProsody has proved to be an important means of contextualising and marking statements as argumentatively meaningful – and therefore persuasively functional – for the process of reaching an agreement in group discussions. This paper shows how primary school children use prosodic devices to mark implicit arguments through accentuation, to compensate for missing reasoning, to enhance the persuasive strength of an argument or to mark collaborative reasoning. In contrast to explicit lexical markers, prosody is understood as an implicit resource, which allows younger children to engage in discussions and to successfully persuade others.

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Primary school children are able to perform basic life-saving first aid measures

Resuscitation ◽

10.1016/j.resuscitation.2009.03.012 ◽

2009 ◽

Vol 80 (6) ◽

pp. 689-692 ◽

Cited By ~ 49

Author(s):

Georg Bollig ◽

Hans Alvin Wahl ◽

Martin Veel Svendsen

Keyword(s):

Primary School ◽

School Children ◽

First Aid ◽

Primary School Children ◽

Life Saving

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Emergency response readiness for primary school children

Australian Health Review ◽

10.1071/ah15072 ◽

2016 ◽

Vol 40 (4) ◽

pp. 357 ◽

Cited By ~ 6

Author(s):

Jeff Wilks ◽

Harry Kanasa ◽

Donna Pendergast ◽

Ken Clark

Keyword(s):

Primary School ◽

Training Program ◽

Emergency Response ◽

School Children ◽

Training Programs ◽

Emergency Situation ◽

First Aid ◽

Primary School Children ◽

Severe Bleeding ◽

Response Readiness

Objective The aim of the present study was to determine whether a 1-day basic life support (BLS) training program can significantly increase emergency response readiness for primary school children. Methods One hundred and seven children aged 11–12 years completed a program led by surf lifesaving instructors. A 50-item quiz was administered 1 week before and 1 and 8 weeks after training. Results Significant improvements were gained in knowledge of cardiopulmonary resuscitation (CPR; P < 0.001), the response sequence for emergency situations (DRSABCD action plan) and various emergency scenarios, including choking (P < 0.001) and severe bleeding (P < 0.001). Knowledge and understanding were retained at the 8-week follow-up. Students reported increased confidence in assisting others after training, consistent with previous studies. Conclusions A 1-day training program can significantly increase BLS knowledge and confidence to provide assistance in an emergency situation. Findings reinforce the value of school-based training that provides a general foundation for emergency response readiness. What is known about this topic? The importance and value of teaching BLS to school children is well established in the US, UK and Europe. However, in the past 20 years there has been little or no published Australian evaluation research in this area, despite thousands of training programs running each year around the country for children in first aid, CPR and water safety. What does this paper add? This paper confirms that Australian primary school children can benefit significantly from short, targeted BLS training programs that provide the basic skills and confidence for them to respond in an emergency situation. What are the implications for practitioners? The paper provides a training and evaluation framework that can be used by health educators for age-appropriate BLS programs. The study shows that making training real-world and relevant, especially having hands-on CPR practice with manikins, can address common barriers to performing first aid and CPR reported by young people.

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