Ibrahim Abdulmumin, Sam-Agudu Nadia Adjoa, Gwadabe Sadiya Musa, Kadir Risikat Eniola, Ushie Boniface Ayanbekongshie, Olumide Adesola Oluwafunmilola, Omotade Oyeyemi Olufemi-Julius
Department of Anatomy, Faculty of Basic Medical Sciences, University of Ilorin, Ilorin, Kwara State, Nigeria.
Institute of Child Health, University of Ibadan, Ibadan, Oyo State, Nigeria.
Pan Afr Med J. 2025 Feb 24;50:58. doi: 10.11604/pamj.2025.50.58.38707. eCollection 2025.
physical injury is a common cause of morbidity and mortality among children. Schools in many resource-limited countries are often not child-protective. We assessed First Aid (FA) knowledge and skills in a cohort of primary school teachers in Ibadan, Nigeria, and we evaluated the effect of a training program on the cohort's FA capacity.
we randomly selected 70 teachers from 16 primary schools, assigning them to intervention (N=36) and control (N=34). A 26-point survey and simulated scenarios graded on an 18-point scale assessed FA knowledge and skills, respectively. Control teachers received an HIV education talk. We assessed FA knowledge and skill immediately and three months post-intervention. FA knowledge was rated poor (<13), fair (13-17), and good (>17); skills were rated poor (<9), fair (9-11), and good (>11). We used Student t-test/ANOVA and chi-square for continuous and categorical variables, respectively, at p-value < 0.05 level of significance.
no difference in mean FA knowledge between the intervention (7.7 ± 1.9) and control (7.3 ± 2.5) at baseline (p=0.49). Mean baseline FA skills scores between the intervention (2.8 ± 1.8) and control (2.6 ± 2.1) were similar (p=0.59). Compared to the baseline, there was a significant increase in mean FA knowledge immediately (20.3 ± 2.3, p<0.001) and three months post-intervention (18.2 ± 2.0, p<0.001). Mean FA skills scores also increased from baseline, immediately (12.7 ± 1.8, p<0.001), and three months post-intervention (9.6 ± 2.0, p<0.001). There were no significant changes in FA knowledge or skills in the control group.
the training program led to a significantly and short-term sustained improvement in teachers' FA capacity. School teachers can be trained to provide appropriate and timely first aid care for students injured at school.
身体损伤是儿童发病和死亡的常见原因。许多资源有限国家的学校往往缺乏儿童保护措施。我们评估了尼日利亚伊巴丹一组小学教师的急救知识和技能，并评估了一项培训计划对该组教师急救能力的影响。
我们从16所小学中随机挑选了70名教师，将他们分为干预组（N = 36）和对照组（N = 34）。分别通过一项26分的调查问卷和一个按18分制评分的模拟场景来评估急救知识和技能。对照组教师接受了一次关于艾滋病病毒的教育讲座。我们在干预后立即以及三个月后评估急救知识和技能。急救知识的评级为差（<13分）、一般（13 - 17分）和好（>17分）；技能的评级为差（<9分）、一般（9 - 11分）和好（>11分）。对于连续变量和分类变量，我们分别使用学生t检验/方差分析和卡方检验，显著性水平为p值<0.05。
干预组（7.7 ± 1.9）和对照组（7.3 ± 2.5）在基线时的平均急救知识无差异（p = 0.49）。干预组（2.8 ± 1.8）和对照组（2.6 ± 2.1）的平均基线急救技能得分相似（p = 0.59）。与基线相比，干预后立即（20.3 ± 2.3，p<0.001）和三个月后（18.2 ± 2.0，p<0.001）的平均急救知识有显著增加。平均急救技能得分也从基线开始增加，干预后立即（12.7 ± 1.8，p<0.001）和三个月后（9.6 ± 2.0，p<0.001）。对照组的急救知识或技能没有显著变化。
该培训计划使教师的急救能力得到了显著且短期持续的提高。可以对学校教师进行培训，以便为在学校受伤的学生提供适当和及时的急救护理。
