First Aid Education, British Red Cross, London, UK.
Emerg Med J. 2014 Jun;31(6):518-20. doi: 10.1136/emermed-2012-202191. Epub 2013 Jun 28.
To explore the effect that different activities included in first aid training can have on an individual's propensity to act in a medical emergency.
Additional pilot-developed activities were added to a core first aid training session to create six unique groups, including a control group where no activities were added. Participants rated their agreement to pre-identified fears following the course and scored their self-efficacy and willingness to act before, immediately after and 2 months after the course. Change values were compared between groups.
Three locations in the UK (community halls, schools).
554 members of the public were recruited using advertising and community groups. A deliberately broad demographic was sought and achieved using targeted approaches where a particular demographic was deficient.
Each participant attended one British Red Cross first aid course lasting 2 h.
The same questionnaire was completed by all participants before and after each course. Two months later all participants were asked a series of follow-up questions.
All courses showed an increase in self-efficacy and willingness to act immediately following the course. The course, which included both factual information relevant to helping in an emergency and 'helper' identity activities, produced significantly more positive responses to pre-identified fears.
Activities which allow the learner to explore and discuss behaviour in an emergency situation can effectively increase the learner's propensity to act. First aid education should be expanded to support the learner to develop both the skill and the will to help.
探索急救培训中包含的不同活动对个体在医疗紧急情况下采取行动的倾向的影响。
在核心急救培训课程中增加了额外的试点开发活动，创建了六个独特的小组，包括一个没有添加任何活动的对照组。参与者在课程结束后对预先确定的恐惧进行评分，并在课程前、立即和 2 个月后评估他们的自我效能感和行动意愿。比较组间的变化值。
英国的三个地点（社区大厅、学校）。
使用广告和社区团体招募了 554 名公众成员。使用有针对性的方法寻求并实现了广泛的目标人群，在特定人群不足的情况下使用这些方法。
每位参与者参加了一次持续 2 小时的英国红十字会急救课程。
所有参与者在每次课程前后都填写了相同的问卷。两个月后，所有参与者都被问到一系列后续问题。
所有课程都在课程结束后立即提高了自我效能感和行动意愿。包括与紧急情况下帮助相关的事实信息和“帮助者”身份活动的课程，对预先确定的恐惧产生了更积极的反应。
允许学习者探索和讨论紧急情况下行为的活动可以有效地增加学习者的行动倾向。应该扩大急救教育，以支持学习者发展帮助的技能和意愿。
