scholarly journals Knowledge and Attitudes about Basic Life Support among Secondary School Teachers in Al-Qassim, Saudi Arabia

2016 ◽  
Vol 10 (3) ◽  
pp. 397-404 ◽  
Author(s):  
Bander Aziz Al Enizi ◽  
Nazmus Saquib ◽  
Mohamed Saddik Abdelkawi Zaghloul
Keyword(s):  
Saudi Arabia ◽  
Secondary School ◽  
Basic Life Support ◽  
Life Support ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Knowledge And Attitudes

scholarly journals Knowledge and attitude of basic life support (BLS) among school teachers in Hebron, Palestine

2017 ◽  
Vol 5 (6) ◽  
pp. 2477 ◽  
Author(s):  
Farid Abdulwahab Ghrayeb ◽  
Nawaf R. N. Amro ◽  
Osaid Rahseed ◽  
Hammam Yagi ◽  
Rafat Amro ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Secondary School ◽  
Basic Life Support ◽  
Life Support ◽  
Secondary School Teachers ◽  
Medical Emergency ◽  
Sources Of Information ◽  
School Teachers ◽  
Knowledge And Attitude ◽  
Primary And Secondary School

Background: Patients in all settings fully expect that they will be resuscitated if they have a cardiac arrest. It is therefore necessary to increase the number of qualified people, including school teachers and students who can play a vital role in performing basic and advanced cardiac life support at the scene of a medical emergency. Since life threatening events, such as cardiac arrest, must be responded to within six minutes, the retention of skills becomes a key concern in all urgent cases. The purpose of this study was to assess the existing knowledge of BLS among primary and secondary school teachers in Hebron, Palestine.Methods: After approval from Institute Ethical Committee and informed consent from the participant, the present study was conducted among primary and secondary school teachers. A self-administered questionnaire based on knowledge and attitude of BLS was used to collect data.Results: In general, only 42.5%of school teachers knew about CPR, but 57.5% had no previous information about CPR. Sources of information about CPR included television (26.5%), nurses and Drs (25.8), and the Internet (18.7%). Approximately 53% agreed that CPR training courses should be mandatory. Only 18.1% of teachers didn’t know the contact numbers for emergency services.Conclusions: This study has highlighted a critical issue that a majority of school teachers have limited knowledge about CPR. We recommend the mandatory implementation of CPR and basic life-support training for all school teachers across Palestine, and the need for incorporation of the BLS teaching into the Palestinian schools’ curricula without delay.

Nigerian secondary school teachers' knowledge and attitudes towards schoolchildren with epilepsy

2015 ◽  
Vol 10 (02) ◽  
pp. 111-115
Author(s):  
Maxwell Anah ◽  
Asindi Asindi ◽  
Isaac Ubi ◽  
Komomo Eyong
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Knowledge And Attitudes

scholarly journals Mental health training for secondary school teachers in Haiti: a mixed methods, prospective, formative research study of feasibility, acceptability, and effectiveness in knowledge acquisition

2017 ◽  
Vol 4 ◽  
Author(s):  
E. Eustache ◽  
M. E. Gerbasi ◽  
M. C. Smith Fawzi ◽  
J. R. Fils-Aimé ◽  
J. Severe ◽  
...  
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Mental Health ◽  
Self Report ◽  
Mental Health Training ◽  
School Teachers ◽  
Health Training ◽  
Student Mental Health ◽  
Knowledge And Attitudes

BackgroundEngagement and training of educators in student mental health holds promise for promoting access to care as a task sharing strategy but has not been well-studied in low-income regions.MethodsWe used a prospective and convergent mixed methods design to evaluate a customized school mental health 2½ day training for teachers in rural Haiti (n = 22) as the initial component of formative research developing a school-based intervention to promote student mental health. Training prepared teachers to respond to student mental health needs by providing psychoeducational and practical support to facilitate access to care. We examined level of participation and evaluated feasibility, acceptability, and perceived effectiveness by calculating mean scores on self-report Likert-style items eliciting participant experience. We examined effectiveness of the training on improving mental health knowledge and attitudes by comparing mean scores on an assessment administered pre- and post-training. Finally, we examined self-report written open-ended responses and focus group discussion (FGD) interview data bearing on perceived feasibility, acceptability, and effectiveness to contextualize participant ratings of training and to identify recommendations for enhancing the utility of mental health training locally for educators.ResultsMean scores of knowledge and attitudes significantly improved between the pre-test and post-tests; e.g., knowledge improved from 58% correct at baseline to 68% correct on the second post-test (p = 0.039). Mean ratings of the training were favorable across all categories and FGD data demonstrated widespread participant endorsement of training acceptability and effectiveness; participants recommended extending the duration and number of training sessions.ConclusionsFindings support feasibility, acceptability, and a limited scope of effectiveness of brief mental health training for secondary school teachers in Haiti. Further development of approaches to engage teachers in promoting school mental health through training is warranted.

scholarly journals Knowledge and attitudes of secondary and higher secondary school teachers toward mental illness in Ahmedabad

2016 ◽  
Vol 32 (1) ◽  
pp. 56 ◽  
Author(s):  
Nimesh Parikh ◽  
Minakshi Parikh ◽  
Ganpat Vankar ◽  
Chintan Solanki ◽  
Girish Banwari ◽  
...  
Keyword(s):  
Mental Illness ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Knowledge And Attitudes
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