Theoretical knowledge and psychomotor skill acquisition of basic life support training programme among secondary school students

doi:10.5847/wjem.j.1920-8642.2019.02.003

Abstract

Abstract:

BACKGROUND: The aim of the study is to evaluate the theoretical knowledge and psychomotor skill acquisition of basic life support (BLS) by a group of secondary school students in Nigeria pre and post BLS training.
METHODS: This was quasi-experimental study design with 210 participants. They were taught on adult BLS and all the participants practiced BLS on a Resusci-Anne manikin immediately after the training. Data were collected using American Heart Association (AHA) structured questionnaire and psychomotor skills checklist for BLS at baseline, and post BLS training.
RESULTS: The pre-training knowledge score was 1.9±1.4. This increased after the BLS training to 11.4±2.4, and the mean difference between the pre and post BLS training scores was 9.48571. Pre-training psychomotor skill score was 0.00±0.00, this increased to 8.9±1.9 after the training, and the mean difference was 8.90000. The knowledge and psychomotor skill difference between pre and post BLS training was significant (P<0.000).
CONCLUSION: Most Nigerian secondary school students were not knowledgeable about BLS. Therefore, there is need for the creation of more awareness among the students.

Key words: Cardiopulmonary resuscitation, Basic life support, Education, School students, Life-saving skills, Nigeria

Israel Olatunji Gabriel, Joel O. Aluko. Theoretical knowledge and psychomotor skill acquisition of basic life support training programme among secondary school students[J]. World Journal of Emergency Medicine, 2019, 10(2): 81-87.

Figures/Tables 5

Table 1

Table 2

Table 3

Distribution of the answers provided regarding the knowledge of BLS at baseline and post-intervention

Questions about CPR	Baseline (n=210)*				Post intervention (n=210)*
	Correct answer		Wrong answer		Correct answer		Wrong answer
	n	%	n	%	n	%	n	%
Upon arrival you find a patient who is unconscious and unresponsive. The rescuer will perform several assessments before initiating treatment/actions. Which is the first critical action the rescuer should perform on this patient once it is determined that the patient is in cardiac arrest?	12	5.7	198	94.3	87	41.4	123	58.6
The 2015 AHA Guidelines for CPR and ECC recommend that to identify cardiac arrest in an unresponsive victim with no breathing (or no normal breathing), a healthcare provider should check a pulse for no more than	17	8.1	193	91.9	77	36.7	133	63.3
Where should the hands be placed to perform chest compression on an adult?	15	7.1	195	92.9	80	38.1	130	61.9
The recommended rate for performing chest compressions for victims of all ages is?	22	10.5	188	89.5	92	43.8	118	56.2
Why is it important to compress to the appropriate depth during CPR?	28	13.3	182	86.7	94	44.8	116	55.2
Complete chest recoil contributes to CPR success by	29	13.8	181	86.2	93	44.3	117	55.7
Which of the following is a characteristic of high-quality CPR in adults?	23	11.0	187	89.0	127	60.5	83	39.5
How long should it take to deliver 1 set of breaths between cycles of compressions?	19	9.0	191	91.0	136	64.8	74	35.2
Gastric inflation is more likely to occur if the rescuer	18	8.6	192	91.4	122	58.1	88	41.9
Ideally, interruptions in chest compressions should be	27	12.9	183	87.1	124	59.0	86	41.0
Where should the paddles/pads of the defibrillator/AED be placed on the patient?	30	14.3	180	85.7	121	57.6	89	42.4
As soon as an AED/defibrillator becomes available, when should the rescuer attach the pads/electrodes and analyse the rhythm:	17	8.1	193	91.9	121	57.6	89	42.4
What is the next immediate action the rescuer should perform after a shock has been delivered:	16	7.6	194	92.4	137	65.2	73	34.8
The depth of chest compressions for an adult victim should be at least	16	7.6	194	92.4	150	71.4	60	28.6
The latest guidelines for CPR recommended BLS sequence of steps are:	25	11.9	185	88.1	140	66.7	70	33.3
The compression-ventilation ratio for 1-rescuer adult CPR is	20	9.5	190	90.5	137	65.2	73	34.8
According to the options below, when should the rescuer reassess the patients pulse and ECG rhythm after initiating CPR?	13	6.2	197	93.8	147	70.0	63	30.0
To reduce rescuer fatigue during team CPR, compressor roles should be switched about every	17	8.1	193	91.9	130	61.9	80	38.1
Once the patients pulse rate is adequate whereby CPR is no longer required, which respiratory rate is considered the most inadequate whereby the rescuer will be required to initiate rescue breaths?	24	11.4	186	88.6	127	60.5	83	39.5
At which rate should the rescuer deliver rescue breaths/ventilations to a patient who is breathing inadequately (too slowly)?	10	4.8	200	95.2	148	70.5	62	29.5

Table 3

Table 4

Table 5

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Day	Session theme
The first day
Session one	Introduction; cardiac arrest, primary assessment of the unresponsive adult patient, chain of survival in adult CPR, steps in BLS
Session two	Using of automated external defibrillators (AED) and one-rescuer and two-rescuer BLS
The second day	Practicum using Resusci-Anne manikin

Variables	Frequency	Percent
Gender
Female	84	40
Male	126	60
Age (years)
14-15	135	64.3
16-17	51	24.3
18-19	24	11.4
Weight (kg)
30-49	151	71.9
50-69	56	26.7
70 and above	3	1.4
Tribe
Hausa	97	46.2
Fulani	84	40.0
Yoruba	15	7.1
Igbo	9	4.3
Others	5	2.4
Class
Senior secondary class 1	97	46.2
Senior secondary class 2	77	36.7
Senior secondary class 3	36	17.1
Have you previously received training in CPR?
No	210	100
Yes	0	0

Steps for CPR skill performance in adults	Baseline (n=210)*				Post-intervention (n=210)*
	Correct answer		Wrong answer		Correct answer		Wrong answer
	n	%	n	%	n	%	n	%
Assessment and activation
Checks responsiveness	0	0	210	100.0	165	78.6	45	21.4
Shouts for help/sends someone to phone and get an AED	0	0	210	100.0	132	62.9	78	37.1
Checks breathing	0	0	210	100.0	146	69.5	64	30.5
Cycle 1 of CPR (30:2)
Adult compressions: performs high-quality compressions	0	0	210	100.0	148	70.5	62	29.5
Adult breaths: gives 2 breaths with a barrier device	0	0	210	100.0	151	71.9	59	28.1
Cycle 2 of CPR (repeats steps in cycle 1)
Gives 30 high-quality compressions	0	0	210	100.0	112	53.3	98	46.7
Gives 2 effective breaths	0	0	210	100.0	117	55.7	93	44.3
AED (follows prompts of AED)
Powers on AED	0	0	210	100.0	117	55.7	93	44.3
Correctly attaches pads	0	0	210	100.0	110	52.4	100	47.6
Clears for analysis	0	0	210	100.0	118	56.2	92	43.8
Clears to safely deliver a shock	0	0	210	100.0	146	69.5	64	30.5
Presses button to deliver shock	0	0	210	100.0	104	49.5	106	50.5
Student immediately resumes compressions	0	0	210	100.0	146	69.5	64	30.5
3 of CPR (repeats steps in cycle 1)
Gives 30 high-quality compressions; gives 2 effective breaths	0	0	210	100.0	157	74.8	53	25.2

Variables	Pre-test M ± (SD)	Post-test M ± (SD)	Mean difference	t	Significance
Changes in knowledge score	1.9±1.4	11.4±2.4	9.48571	48.135	P=0.000
Changes in skill score	0.0±0.0	8.9±1.9	8.90000	68.967	P=0.000

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