Comparison between exclusively school teacher-based and mixed school teacher and healthcare provider-based programme on basic cardiopulmonary resuscitation for secondary schools

ObjectivesThis study assessed the feasibility and preliminary efficacy of a 2-hour compression-only cardiopulmonary resuscitation and automated external defibrillator (CO-CPRAED) course in secondary school students.DesignProspective pre-post feasibility study.Setting and participants128 students (12–15 years old) without prior basic life support (BLS) training at four secondary schools in Hong Kong. All students were followed up at 3 months after training.InterventionsEmergency medicine-trained nurse and physicians taught the 2-hour CO-CPRAED course using the American Heart Association ‘CPR in School Training Kit’ programme. Students were trained in groups up to 40 students/session, with an instructor to student ratio not exceeding 1:10. To practise hands-on compressions, the manikin to student ratio was 1:1. For a simulated cardiac arrest, the manikin and AED to student ratio was 1:10.Primary and secondary outcomesCPR and AED knowledge, attitude statements towards bystander CPR and AED, quality of BLS performance skills during training and at 3 months.ResultsSome students (46%) knew how deep to push on an adult chest when doing CO-CPR before training. The course was associated with an increase in knowledge score (pretraining 55%, post-training 93%; adjusted mean difference (MD) 38%, 95% CI 33% to 43%; p<0.001). Most students (68%) thought that CPR education in senior secondary school was essential before training. The students had a very positive attitude towards CPR; no change in the mean (SD) attitude score out of 30 over time (pretraining 27.2 (2.5), post-training 27.6 (2.7); adjusted MD 0.5, 95% CI −0.1 to 1.0; p=0.132). Most students were competent in performing BLS immediately after training (77%) and at 3 months (83%) (adjusted MD 6%, 95% CI −4% to 15%; p=0.268).ConclusionsThe results demonstrate the feasibility of scaling up the number of secondary schools trained in a brief CO-CPRAED course within the local school curriculum.

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Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

Education Sciences ◽

10.3390/educsci8040154 ◽

2018 ◽

Vol 8 (4) ◽

pp. 154 ◽

Cited By ~ 2

Author(s):

Susan Staats ◽

Lori Laster

Keyword(s):

Academic Success ◽

Secondary School ◽

Secondary Schools ◽

Universal Design ◽

Universal Design For Learning ◽

School Teacher ◽

Concurrent Enrollment ◽

University Education ◽

Design For Learning ◽

The Impact

Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

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What are the barriers to implementation of cardiopulmonary resuscitation training in secondary schools? A qualitative study

BMJ Open ◽

10.1136/bmjopen-2015-010481 ◽

2016 ◽

Vol 6 (4) ◽

pp. e010481 ◽

Cited By ~ 12

Author(s):

Line Zinckernagel ◽

Carolina Malta Hansen ◽

Morten Hulvej Rod ◽

Fredrik Folke ◽

Christian Torp-Pedersen ◽

...

Keyword(s):

Qualitative Study ◽

Cardiopulmonary Resuscitation ◽

Secondary Schools ◽

Resuscitation Training ◽

Barriers To Implementation

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Healthcare Provider Characteristics and Cardiopulmonary Resuscitation Quality During Infant Resuscitation

Simulation in Healthcare The Journal of the Society for Simulation in Healthcare ◽

10.1097/sih.0000000000000599 ◽

2021 ◽

Vol Publish Ahead of Print ◽

Author(s):

Mona Khattab ◽

Karin Frisell ◽

Ralph MacKinnon ◽

Todd Chang ◽

Tia Raymond ◽

...

Keyword(s):

Cardiopulmonary Resuscitation ◽

Healthcare Provider ◽

Provider Characteristics

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Rapid Deterioration of Basic Life Support Skills in Dentists With Basic Life Support Healthcare Provider

Anesthesia Progress ◽

10.2344/0003-3006-63.2.62 ◽

2016 ◽

Vol 63 (2) ◽

pp. 62-66 ◽

Cited By ~ 5

Author(s):

Kentaro Nogami ◽

Shogo Taniguchi ◽

Tomoko Ichiyama

Keyword(s):

Cardiopulmonary Resuscitation ◽

Healthcare Provider ◽

Basic Life Support ◽

Life Support ◽

Reaction Times ◽

Course Completion ◽

Improve Performance ◽

Dental Office ◽

Support Skills

The aim of this study was to investigate the correlation between basic life support skills in dentists who had completed the American Heart Association's Basic Life Support (BLS) Healthcare Provider qualification and time since course completion. Thirty-six dentists who had completed the 2005 BLS Healthcare Provider course participated in the study. We asked participants to perform 2 cycles of cardiopulmonary resuscitation on a mannequin and evaluated basic life support skills. Dentists who had previously completed the BLS Healthcare Provider course displayed both prolonged reaction times, and the quality of their basic life support skills deteriorated rapidly. There were no correlations between basic life support skills and time since course completion. Our results suggest that basic life support skills deteriorate rapidly for dentists who have completed the BLS Healthcare Provider. Newer guidelines stressing chest compressions over ventilation may help improve performance over time, allowing better cardiopulmonary resuscitation in dental office emergencies. Moreover, it may be effective to provide a more specialized version of the life support course to train the dentists, stressing issues that may be more likely to occur in the dental office.

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Healthcare Provider Perceptions of Cardiopulmonary Resuscitation Quality During Simulation Training*

Pediatric Critical Care Medicine ◽

10.1097/pcc.0000000000002058 ◽

2019 ◽

Vol 20 (10) ◽

pp. e473-e479 ◽

Cited By ~ 1

Author(s):

Lindsey Troy ◽

Lynda Knight ◽

Michelle Olson ◽

Michael Chen ◽

Ralph Gonzales ◽

...

Keyword(s):

Cardiopulmonary Resuscitation ◽

Healthcare Provider ◽

Simulation Training ◽

Provider Perceptions

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Educational Roles of Primary and Secondary School Teacher-Librarians in Hong Kong

IASL Annual Conference Proceedings ◽

10.29173/iasl7838 ◽

2021 ◽

Author(s):

Peter Warning ◽

Chun Ho Randolph Chan ◽

Hing Yuk Bernie Ma ◽

Samuel Kai Wah Chu ◽

Wendy Wai Yue Wu

Keyword(s):

Hong Kong ◽

Secondary School ◽

Secondary Schools ◽

Primary School ◽

Information Literacy ◽

School Teacher ◽

Holistic Approach ◽

Library Services ◽

Reading Habits ◽

Teacher Librarians

This study explores the professional development and current work situation of Teacher-librarians (TLs) in primary and secondary schools in Hong Kong, and investigates and compares the educational roles of primary and secondary schools TLs in teaching subject courses, developing stakeholders’ information literacy, collaborating with teachers and cultivating students’ reading habits. Key findings include: relatively more secondary school TLs have professional qualifications; secondary school TLs spend on average more than one-quarter of their time teaching subject (non-library related) courses, compared to primary school TLs (15%), which they see as restricting their ability to provide library services; primary school TLs spend more time on the preparation and delivery of library lessons than secondary school TLs; both primary and secondary TLs spend less that 5% of their time collaborating with teachers; and that primary school TLs appear to have a more holistic approach to information literacy acquisition.

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