Alismail Abdullah, Massey Evelyn, Song Cassaundra, Daher Noha, Terry Michael H, López David, Tan Laren, Lo Takkin
Cardiopulmonary Sciences, Loma Linda University, Loma Linda, CA, United States.
Chaminade University of Honolulu, Honolulu, HI, United States.
Front Public Health. 2018 Jan 29;5:362. doi: 10.3389/fpubh.2017.00362. eCollection 2017.
The American Heart Association (AHA) has implemented several programs to educate the public about cardiopulmonary resuscitation (CPR). A common issue in bystander CPR is the fear of hurting the victim. As a result, the victim may not receive CPR in time. The purpose of this study was to measure the emotional impact of CPR training on high school students using two approved AHA courses.
A total of 60 students participated in this study. These students had a mean age of 15.4 ± 1.2 years old and were selected from a high school in Southern California. Subjects were divided into two groups, Basic Life Support (BLS) ( = 31) and Hands-Only™ CPR ( = 29). Emotional impacts were assessed by having each subject answer a questionnaire based on given scenarios before and after their training session.
There was a significant difference in both groups when comparing positive-emotion scores before and after the training (BLS: 30.3 ± 6.0 vs. 34.5 ± 6.7, < 0.001; Hands-Only 27.9 ± 5.0 vs. 32.1 ± 6.5, < 0.001). In addition, both groups showed significant reductions in negative-emotion scores (BLS: 29.2 ± 6.7 vs. 23.7 ± 6.5, < 0.001 and Hands-Only: 26.8 ± 6.1vs. 24.8 ± 7.7, = 0.05).
Our results indicate that the AHA programs have positive effects on students' emotional response. We recommend that future studies include an in-depth study design that probes the complexity of students' emotions after completing an AHA session.
美国心脏协会（AHA）已实施多项计划，向公众普及心肺复苏术（CPR）。旁观者进行心肺复苏时的一个常见问题是担心会伤害到受害者。因此，受害者可能无法及时得到心肺复苏。本研究的目的是使用美国心脏协会认可的两门课程，衡量心肺复苏培训对高中生的情绪影响。
共有60名学生参与本研究。这些学生的平均年龄为15.4±1.2岁，选自南加州的一所高中。受试者分为两组，基础生命支持（BLS）组（n = 31）和仅做胸外按压心肺复苏（Hands-Only™ CPR）组（n = 29）。通过让每个受试者在培训课程前后根据给定场景回答问卷来评估情绪影响。
两组在培训前后的积极情绪得分比较上均有显著差异（BLS组：30.3±6.0对34.5±6.7，P<0.001；仅做胸外按压心肺复苏组：27.9±5.0对32.1±6.5，P<0.001）。此外，两组的消极情绪得分均显著降低（BLS组：29.2±6.7对23.7±6.5，P<0.001；仅做胸外按压心肺复苏组：26.8±6.1对24.8±7.7，P = 0.05）。
我们的结果表明，美国心脏协会的计划对学生的情绪反应有积极影响。我们建议未来的研究采用深入的研究设计，探究学生完成美国心脏协会课程后的情绪复杂性。
