Sanati Ali, Jaberi Ali Ansari, Bonabi Tayebeh Negahban
Department of Medical Surgical Nursing, School of Nursing and Midwifery, Student Research Committee, Rafsanjan University of Medical Sciences, Rafsanjan, Kerman Province, Iran.
Department of Psychiatric and Mental Health Nursing, Social Determinants of Health Research Center, School of Nursing and Midwifery, Rafsanjan University of Medical Sciences, Rafsanjan, Kerman Province, Iran.
J Educ Health Promot. 2022 Jun 11;11:165. doi: 10.4103/jehp.jehp_1011_21. eCollection 2022.
Although basic life support (BLS) has been taught in school by a variety of professionals, it is still unclear that, whether the instructor's previous cardiopulmonary resuscitation (CPR) experience is an important factor. This study aimed to compare the effect of BLS training, based on trainer experience in actual situations, on knowledge and skills of secondary high school students.
In this randomized controlled trial, 150 high school students were selected based on the inclusion criteria and then assigned into two groups, (76 in Group A), and (74 in Group B) randomly. Both groups were trained according to adult BLS: 2020 American Heart Association guidelines on mannequins in three 60 min in-person training sessions. The knowledge and skill scores were measured for both groups before, immediately, and 1 month after intervention by a questionnaire. Data were analyzed by the SPSS software version 22, using Chi-square, Mann-Whitney U, repeated-measure ANOVA tests, and statistically modeling at a significance level of 0.05.
There were no significant differences between groups regarding demographic characteristics. The knowledge and skill scores in both groups increased significantly compared to baseline immediately and 1 month after the intervention ( = 0.001). However, there was no significant difference in knowledge scores between groups ( = 0.076(. However, at the immediacy and 1 month after the intervention, the skill score in "Group A" was significantly higher than the "Group B" ( = 0.001).
The trainer's experience of CPR in the actual setting in the transfer of BLS knowledge is not important, but it improved Student's BSL skill acquisition score.
尽管多种专业人员已在学校教授基础生命支持（BLS），但尚不清楚教员先前的心肺复苏（CPR）经验是否是一个重要因素。本研究旨在比较基于教员实际经验的BLS培训对高中生知识和技能的影响。
在这项随机对照试验中，根据纳入标准选择了150名高中生，然后随机分为两组，A组76人，B组74人。两组均按照成人BLS：2020美国心脏协会指南在人体模型上进行了三次60分钟的现场培训。在干预前、干预后即刻和干预后1个月通过问卷对两组的知识和技能得分进行测量。使用SPSS 22软件，采用卡方检验、曼-惠特尼U检验、重复测量方差分析进行数据分析，显著性水平设定为0.05。
两组在人口统计学特征方面无显著差异。与基线相比，两组的知识和技能得分在干预后即刻和1个月时均显著提高（P = 0.001）。然而，两组之间的知识得分无显著差异（P = 0.076）。但是，在干预后即刻和1个月时，A组的技能得分显著高于B组（P = 0.001）。
在BLS知识传授中，教员在实际环境中的CPR经验并不重要，但它提高了学生的BSL技能习得得分。
