Alahmed Yazeed S, Alzeadi Haytham S, Alghumayzi Anfal K, Almarshad Leen A, Alharbi Abdulmajeed S, Alharbi Abdulelah S
Pediatrics, Qassim University, Buraidah, SAU.
Medicine, Qassim University, Buraidah, SAU.
Cureus. 2023 Aug 4;15(8):e42955. doi: 10.7759/cureus.42955. eCollection 2023 Aug.
This study aims to address the knowledge gap in first aid and basic life support (BLS) among teachers, expand the targeted schools to elementary and intermediate schools for boys and girls, and develop clear, focused recommendations. Furthermore, to assess the knowledge, skills, and attitude of BLS among schoolteachers in Qassim, Saudi Arabia.
This cross-sectional study was conducted in the school year of 2022 to 2023. In Buraidah city and the Uyun AlJiwa and Asyah governorates of Qassim, there are a total of 906 elementary and intermediate schools employing 12,057 teachers (5447 males and 6610 females). A stratified random sampling method was used with a self-administered Arabic questionnaire. This questionnaire included multiple parts (sociodemographic data, previous training status, knowledge and skill of BLS, and assessment of the following: attitude to learn and practice CPR; barriers to performing CPR; the presence or lack of previous resuscitation experience in BLS). Data were analyzed using SPSS Statistics version 25 (IBM Corp., Armonk, NY, USA). Categorical variables were described by frequency and percentage, while continuous variables were described by mean ± SD. A normality test showed that the total knowledge and skills scale was not normally distributed. The Mann-Whitney and Kruskal-Wallis tests were used to compare the mean knowledge and skills scale across variables. The accepted level of significance was below 0.05 (p <0.05).
Our study included 482 participants. Only 19.5% (94) had previous CPR training, and 80.9% (76) were trained more than two years prior to this study's data collection. The main reason for participants' fears of applying BLS was the lack of proper knowledge and skills (48.1%). The majority of the teachers, i.e., 71.0% (342), wanted more training in CPR, and 41.1% (198) thought CPR training should be mandatory at school. We found no statistical relationship between attitude toward training and the city or differences in knowledge and skills scores due to the difference in sociodemographic characteristics. Also, we found no statistical relationship between the question and the city, meaning that the observation of CPR on collapsed patients is independent of the respondent's school location. Significant differences in skills scores were found between those who had CPR observation and those who did not (p = 0.014), in knowledge scores between those who had previous CPR training and those who did not (p = 0.034), and in skills scores between those who had previous CPR training and those who did not (p <0.001). We found no significant differences in knowledge and skills scores according to the place of previous CPR training (p = 0.163 and p = 0.695, respectively).
This study reveals that knowledge and skills in BLS among schoolteachers need to be improved. For this reason, we emphasize the inclusion of International Liaison Committee on Resuscitation (ILCOR) recommendations in the curriculum and that they are made periodic and mandatory for teachers. Especially as we found teachers to have a positive attitude and were willing to train and help.
本研究旨在填补教师在急救和基础生命支持（BLS）方面的知识空白，将目标学校扩大到中小学的男女生，并制定明确、有针对性的建议。此外，评估沙特阿拉伯卡西姆地区学校教师在BLS方面的知识、技能和态度。
本横断面研究于2022至2023学年进行。在布赖代市以及卡西姆的乌云吉瓦和阿西亚省，共有906所中小学，聘用教师12057名（男性5447名，女性6610名）。采用分层随机抽样方法，使用自行填写的阿拉伯语问卷。该问卷包括多个部分（社会人口统计学数据、先前培训状况、BLS知识和技能，以及以下方面的评估：学习和实践心肺复苏术的态度；实施心肺复苏术的障碍；BLS中先前复苏经验的有无）。使用SPSS Statistics 25版（美国纽约州阿蒙克市IBM公司）对数据进行分析。分类变量用频率和百分比描述，连续变量用均值±标准差描述。正态性检验表明，总知识和技能量表不呈正态分布。使用曼-惠特尼检验和克鲁斯卡尔-沃利斯检验比较各变量的平均知识和技能量表。可接受的显著性水平低于0.05（p<0.05）。
我们的研究包括482名参与者。只有19.5%（94名）曾接受过心肺复苏术培训，80.9%（76名）在本研究数据收集前两年多接受过培训。参与者害怕实施BLS的主要原因是缺乏适当的知识和技能（48.1%）。大多数教师，即71.0%（342名）希望接受更多心肺复苏术培训，41.1%（198名）认为心肺复苏术培训应在学校强制开展。我们发现对培训的态度与城市之间没有统计学关系，也没有因社会人口统计学特征差异导致的知识和技能得分差异。此外，我们发现问题与城市之间没有统计学关系，这意味着对倒地患者进行心肺复苏术的观察与受访者的学校位置无关。在有过心肺复苏术观察经历和没有观察经历的人之间，技能得分存在显著差异（p = 0.014）；在曾接受过心肺复苏术培训和未接受过培训的人之间，知识得分存在显著差异（p = 0.034）；在曾接受过心肺复苏术培训和未接受过培训的人之间，技能得分存在显著差异（p<0.001）。根据先前心肺复苏术培训地点，我们发现知识和技能得分没有显著差异（分别为p = 0.163和p = 0.695）。
本研究表明，学校教师在BLS方面的知识和技能需要提高。因此，我们强调将国际复苏委员会（ILCOR）的建议纳入课程，并使其对教师定期且强制开展。特别是因为我们发现教师态度积极，愿意接受培训并提供帮助。
