scholarly journals Validated Assessment of Schoolchildren’s Attitude Towards Basic Life Support and Automated External Defibrillator Use

2021 ◽  
Vol 58 ◽  
pp. 004695802110562
Author(s):  
Vesna Borovnik Lesjak ◽  
Andrej Šorgo ◽  
Matej Strnad
Keyword(s):  
Factor Analysis ◽  
Basic Life Support ◽  
Life Support ◽  
Equation Modeling ◽  
Automated External Defibrillator ◽  
Measuring Instrument ◽  
Self Confidence ◽  
Behavioral Constructs ◽  
External Defibrillator ◽  
Positive Motivation

As knowledge and attitude towards performing basic life support and using an automated external defibrillator (BLS and AED) contribute equally to improving survival after out-of-hospital cardiac arrest, we aimed to develop a measuring instrument for a validated assessment of schoolchildrens' attitude towards BLS and AED. The objective was to identify, measure, and address pertinent attitude dimensions that influence the intention to actually perform BLS and AED. We conducted a BLS and AED course for seventh and ninth grade students. Students fulfilled pre- and post-course questionnaires on attitude and intention to perform BLS and AED. The measuring instrument was developed with the use of exploratory factor analysis with application of principal component analysis and confirmatory factor analysis with application of structural equation modeling. Measurement invariance across different groups (gender, grades, previous courses) was tested with Wilcoxon signed ranks test and Mann–Whitney U test. Differences in attitude pre- and post-course were evaluated by application of Mann–Whitney U test. The final attitude model consisted of 3 behavioral constructs (self-confidence, positive motivation, and amotivation). Self-confidence was the major construct directly affecting the intention to act. Positive motivation had a negligible direct effect on intention but correlated strongly with self-confidence. The effect of attitude on the intention to help is therefore less complicated than was expected, which relieves the non-professional educators of having to know the specifics of the different behavioral constructs.

Basic life support equipped with automated external defibrillator may not be categorized the same as traditional basic life support in meta-analysis

Resuscitation ◽  
2011 ◽  
Vol 82 (12) ◽  
pp. e7
Author(s):  
Patrick Chow-In Ko ◽  
Ming-Tai Cheng ◽  
Edward Pei-Chuan Huang ◽  
Wen-Chu Chiang ◽  
Matthew Heui-Ming Ma
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Meta Analysis ◽  
Automated External Defibrillator ◽  
External Defibrillator

scholarly journals Development, validation and assessment of the test on knowledge about basic life support and use of automated external defibrillator among schoolchildren

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Vesna Borovnik Lesjak ◽  
Andrej Šorgo ◽  
Matej Strnad
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Statistical Significance ◽  
Automated External Defibrillator ◽  
Multiple Choice Questions ◽  
Chi Square ◽  
Before And After ◽  
Baseline Knowledge ◽  
Potential Improvement ◽  
External Defibrillator

Abstract Background Educating lay public can significantly strengthen the Chain of Survival after out of hospital cardiac arrest. Schoolchildren are an accessible population for learning basic life support (BLS) and use of an automated external defibrillator (AED) and can be regarded as multipliers of knowledge that can reach the whole population. This study aimed to develop and validate a test for examining levels of knowledge about BLS and AED among schoolchildren that can be used to uniformly present reliable data. Methods A knowledge test about BLS and AED consisting of 10 multiple-choice questions was developed and implemented before and after a 2-h BLS and AED course consisting of an interactive lecture and a practical workshop for 783 students in seventh and ninth grades of elementary schools in Maribor, Slovenia. Each question was analyzed and presented with descriptive statistics and educometric parameters (difficulty and discriminating indices). All variables were checked for normality with the Kolmogorov-Smirnov test and analyzed using non-parametric tests. Statistical significance of the differences in knowledge before and after intervention were calculated with chi-square statistics and effect sizes r are reported. Differences between genders, grades and previous attendance to BLS courses were compared using Mann – Whitney U test. The effect size was calculated from the Z score and reported as r value. Results After educometric analysis, questions were adjusted to meet the requirements of satisfactory functioning difficulty and discriminating indices (values between 0,40 and 0,60, and above 0,20, respectively). Only one question had to be eliminated due to inadequate difficulty and discriminating index (0,99 and 0,02, respectively). Measurement invariance across gender (p < 0,001), school grade (p < 0,001), and attendance to previous courses (p = 0,303) was assured. Conclusions A test for accurate and reliable measurement of knowledge of BLS and AED among schoolchildren was developed and validated. According to the findings it can now reliably be used to assess baseline knowledge and potential improvement in knowledge after a course on BLS and AED. Standardized data gathered with a validated tool can now be presented at legislative levels to promote BLS and AED courses implementation in school curricula.

Nurses are more efficient than doctors in teaching basic life support and automated external defibrillator in nurses

2009 ◽  
Vol 29 (2) ◽  
pp. 224-231 ◽  
Author(s):  
Theodoros Xanthos ◽  
Konstantinos A. Ekmektzoglou ◽  
Eleni Bassiakou ◽  
Eleni Koudouna ◽  
Dimitrios Barouxis ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Automated External Defibrillator ◽  
External Defibrillator

scholarly journals BASIC LIFE SUPPORT: KNOWLEDGE ASSESSMENT CONSIDERING THE ARTICULATION OF ACTIVE TEACHING STRATEGIES

2021 ◽  
Vol 30 ◽  
Author(s):  
Aline Roberta da Silva ◽  
Juliana da Siva Garcia Nascimento ◽  
Kleiton Gonçalves do Nascimento ◽  
Gabriel Andrés Segura Torres ◽  
Claúdia Carvalho Moreira Pinotti ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Basic Life Support ◽  
Life Support ◽  
Knowledge Development ◽  
Automated External Defibrillator ◽  
Active Teaching ◽  
Teaching And Learning Strategies ◽  
Post Test ◽  
External Defibrillator

ABSTRACT Objective: to assess the effect of an educational intervention called “Basic Life Support with the use of the automated external defibrillator” on knowledge development in Nursing professionals, considering the articulation of active teaching and learning strategies. Method: a quasi-experimental intervention study, without a control group and of before-and-after type, carried out with 113 nurses working in the Urgency and Emergency Network of an inland city in the state of São Paulo, through a course presented between March and June 2019 on cardiopulmonary resuscitation with Basic Life Support and use of automated external defibrillator. Three active teaching and learning strategies were articulated: inverted classroom, video lesson, and clinical simulation. Knowledge was assessed by applying a pre- and post-test, and the paired t test was used for the analysis. Results: the best performance regarding knowledge development was presented by the nurses from the hospital area, identifying a mean of 11.90 points in the pre-test and of 16.9 points in the post-test. In general, better scores of knowledge regarding Basic Life Support were obtained, evidenced by statistically significant results, with a p-value<0.001. Conclusion: the articulation of the adopted strategies can enhance knowledge development in Nursing regarding Basic Life Support in adult patients, due to the emphasis on the development of critical thinking, the encouragement of clinical judgment, reflective discussion and active participation of individuals in their learning process, factors that positively impact on the acquisition of the individuals' cognitive ability/knowledge.

scholarly journals The Effect of the Duration of Basic Life Support Training on the Learners’ Cardiopulmonary and Automated External Defibrillator Skills

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Jin Hyuck Lee ◽  
Youngsuk Cho ◽  
Ku Hyun Kang ◽  
Gyu Chong Cho ◽  
Keun Jeong Song ◽  
...  
Keyword(s):  
Basic Life Support ◽  
Life Support ◽  
Automated External Defibrillator ◽  
Psychomotor Skills ◽  
South Korean ◽  
Hands On ◽  
Before And After ◽  
Level 3 ◽  
Four Levels ◽  
External Defibrillator

Background. Basic life support (BLS) training with hands-on practice can improve performance during simulated cardiac arrest, although the optimal duration for BLS training is unknown. This study aimed to assess the effectiveness of various BLS training durations for acquiring cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) skills.Methods. We randomised 485 South Korean nonmedical college students into four levels of BLS training: level 1 (40 min), level 2 (80 min), level 3 (120 min), and level 4 (180 min). Before and after each level, the participants completed questionnaires regarding their willingness to perform CPR and use AEDs, and their psychomotor skills for CPR and AED use were assessed using a manikin with Skill-Reporter™ software.Results. There were no significant differences between levels 1 and 2, although levels 3 and 4 exhibited significant differences in the proportion of overall adequate chest compressions (p<0.001) and average chest compression depth (p=0.003). All levels exhibited a greater posttest willingness to perform CPR and use AEDs (all,p<0.001).Conclusions. Brief BLS training provided a moderate level of skill for performing CPR and using AEDs. However, high-quality skills for CPR required longer and hands-on training, particularly hands-on training with AEDs.

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