Effect of Basic Life Support Training on Knowledge and Practice of Preparatory School Teachers in Sheben Elkom City, Menoufia Governorate,Egypt | ||
| The Egyptian Family Medicine Journal | ||
| Article 3, Volume 3, Issue 2, February 2019, Pages 3-18 PDF (629.06 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/efmj.2019.70438 | ||
| Author | ||
| Safa H. Al kalash | ||
| Family medicine, Faculty of Medicine, Menoufia University | ||
| Abstract | ||
| Background: Early recognition and immediate bystander cardiopulmonary resuscitation are critical determinants of survival after out-of-hospital cardiac arrest. Presence of qualified teachers who can detect any health problem and can give first aid for emergencies in schools is a very important issue. Objective: It was to assess knowledge and practice of preparatory schools' teachers before and after application of Basic Life Support training program in Sheben Elkom city, Menoufia governorate. Methods: A sample of 300 teachers participated in the study; they were selected by simple random sampling technique. They had completed a pretest through using a questionnaire to assess their knowledge while their practice was assessed through a checklist followed by application of BLS training program for them. Their knowledge and practice were re-evaluated 3 months later by same tools. Results: A sample of 300 teachers had participated in the study; male sex was predominant (79.7%) and middle socioeconomic status constituted (84.3%). Post-test mean knowledge and practice scores (10.11 ± 1.8) & (7.46± 1.4) respectively were higher than pretest mean knowledge and practice scores (2.04 ±2.4) & (3.44 ± 0.85) respectively. There was a highly statistically significant difference in their knowledge and practice scores pre and post BLS training program (p value < 0.001) for each. Conclusion: Current Basic Life Support training program was successful in enhancing knowledge and practice of preparatory school teachers. | ||
| Keywords | ||
| Key words: Basic Life Support; Knowledge; Practice; teachers | ||
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