Alruwaili Abdullah, Al Sulaiteen Hajar, Alanazy Ahmed, Almousa Zahraa, Alshaqaqiq Maryam, Alhofufi Albatool, Almulhem Noura, Alibrahim Zahraa
Emergency Medical Services Program, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Al Ahsa, Saudi Arabia.
King Abdullah International Medical Research Center, Al Ahsa, Saudi Arabia.
J Family Med Prim Care. 2024 Aug;13(8):3059-3066. doi: 10.4103/jfmpc.jfmpc_1954_23. Epub 2024 Jul 26.
Schools have to ensure student safety and well-being. However, medical emergencies involving injuries are common, requiring teachers to provide prompt first aid before professional care arrives. This study assessed knowledge and awareness of first aid among school teachers to identify areas needing improvement.
This cross-sectional study surveyed 371 teachers from the eastern region primary schools using a standardized questionnaire assessing first aid knowledge across areas like bleeding control, fractures, seizures, choking, and burns. Demographic factors were analyzed for correlations with knowledge levels. Pearson's Chi-square tests analyzed bivariate relationships comparing correct knowledge identification percentages across teacher sociodemographic. The level of statistical significance was at a value <0.05 across tests.
Only 157 teachers felt able to appropriately handle medical emergencies. Major knowledge gaps existed regarding airway obstruction and chemical injuries, with 168 unable to identify correct responses for choking first aid and 105 unsure of chemical burn management steps. Appropriate fracture management was lacking, with just 70 correctly endorsing nose pinch for nosebleeds. Cardiopulmonary resuscitation knowledge was inadequate, with 57 of teachers unaware of the basics. Teachers demonstrating higher knowledge levels overwhelmingly had prior first aid training (153, 66.5%) compared to untrained counterparts (89, 63.1%).
The study revealed poor first aid knowledge among elementary school teachers for effectively managing child emergencies. Strategies enhancing delivery must address barriers around training access, knowledge attrition, and variability in baseline skills through sustainable system-wide policies applied nationally. Fulfilling schools' ethical obligations toward maintaining student safety requires urgent reforms to bolster emergency preparedness.
学校必须确保学生的安全与福祉。然而，涉及受伤的医疗紧急情况很常见，这就要求教师在专业护理人员到达之前提供及时的急救。本研究评估了学校教师的急救知识和意识，以确定需要改进的领域。
这项横断面研究使用标准化问卷对来自东部地区小学的371名教师进行了调查，该问卷评估了在出血控制、骨折、癫痫发作、窒息和烧伤等领域的急救知识。分析了人口统计学因素与知识水平之间的相关性。Pearson卡方检验分析了教师社会人口统计学特征之间正确知识识别百分比的双变量关系。各项测试的统计学显著性水平为p值<0.05。
只有157名教师认为自己能够妥善处理医疗紧急情况。在气道阻塞和化学伤害方面存在重大知识差距，168人无法识别窒息急救的正确应对措施，105人不确定化学烧伤的处理步骤。缺乏适当的骨折处理知识，只有70人正确认可鼻出血时捏鼻的方法。心肺复苏知识不足，57名教师不了解基本知识。与未接受培训的教师（89人，63.1%）相比，知识水平较高的教师绝大多数都接受过急救培训（153人，66.5%）。
该研究表明，小学教师在有效处理儿童紧急情况方面的急救知识较差。加强急救知识传授的策略必须通过在全国范围内实施可持续的全系统政策来解决培训机会、知识损耗和基线技能差异等障碍。履行学校在维护学生安全方面的道德义务需要进行紧急改革，以加强应急准备。
