5 research outputs found
âDare to save a life at schoolâ: implementation of a basic life support cycle in the PE curriculum
Introduction
In Europe, about 400,000 people have a sudden cardiac arrest every year, with a survival rate of 5-10% (ERC, 2015). Bystander cardiopulmonary resuscitation (CPR) could increase this survival rate by 2-3 times. Unfortunately, less than 20% of the general population is able to perform it effectively (Plant & Taylor, 2013). Besides, most of the public facilities are now equipped with automated external defibrillators (AEDs). In a physical literacy perspective (Whitehead, 2013), PE teachers are ideally placed to teach basic life support (BLS) to their students (Colquhoun, 2012).
Methods
In this pilot study, a female PE teacher was trained to a BLS cycle adapted to the PE curriculum. The BLS cycle, including 6 sessions of PE, was developed in a participatory approach by a team of BLS specialists, PE teacher educators and by the PE teacher herself. During this BLS cycle, students learned the CPR & AED protocols, taught by different teaching styles (practice, reciprocal, self-check) with hands-on application on training manikin and AED. A process analysis was performed from the video recording of the sessions and from satisfactory questionnaires. Studentsâ knowledge of the BLS protocol was assessed by a 14 open-ended questionnaire at baseline (T0) and after the intervention (T1). Practical application of the BLS protocol was assessed on a manikin measuring CPR performance at T1.
Results and conclusions
The BLS program was taught to two classes of high school female students (n=52), aged 17.1 ± 0.3 years. At T0, if students were mostly aware of the emergency number (71.4%), very few were able to localise the chest compression (14.3%) and AEDsâ electrodes (2%) areas. Most of them did not feel able to perform BLS (89.8%) and would agree to learn it during PE lessons (97.9%). Results at T1 are expected to highlight improvements of the theoretical and practical BLSâ competencies of the students
âDare to save a life at schoolâ: Implementation of a CPR+AED sequence in the PE curriculum
In Europe, about 500,000 people suffer sudden cardiac arrest each year, with a survival rate of 5â10% (ERC, 2015). Bystander cardiopulmonary resuscitation (CPR) could increase this survival rate by 2â3 times. Unfortunately, less than 20% of the general population is able to perform it effectively (Plant & Taylor, 2013). Besides, most of the public facilities are now equipped with automated external defibrillators (AEDs). In a physical literacy perspective (Whitehead, 2013), PE teachers are ideally placed to teach basic life support (BLS) to their students (Colquhoun, 2012).
Eleven PE teachers were trained to teach a CPRâ
+â
AED sequence adapted to the Belgian French community PE curriculum. 307 students (17.1â
屉
0.8 years old) performed hands-on manikin-based instruction and practice during 6 sessions of PE. Knowledge of the CPRâ
+â
AED protocol was assessed by questionnaire at baseline (T0), after the intervention (T1) and after a three monthsâ follow-up period (T2). Practical application of the CPRâ
+â
AED protocol was assessed with an evaluation grid and a manikin measuring CPR performance at T1 and T2. A process analysis was performed from the video recording of the sessions and from satisfactory questionnaires.
Preliminary results from the 6 PE teachers who taught the sequence to their students (nâ
=â
155) during the first part of the school year exposed significant improvements from T0 to T2 in the knowledge of the CPRâ
+â
AED protocol (from 7â
屉
3.4/20 to 16â
屉
2.4/20; pâ
<â
0.001). Average score on the evaluation grid was 16â
屉
1.7/20 at T1 and remained rather constant at T2 (15.3â
屉
1.8/20). Depth and rate of chest compressions remained stable between T1 and T2 (â105/min.; â41â
mm). Volume of breaths decreased significantly from T1 to T2 (590â
屉
443â
ml to 305â
屉
248â
ml; pâ
<â
0.001).
The CPRâ
+â
AED sequence led to encouraging improvements of the knowledge, abilities and confidence of the students. PE teachers felt valuated and able to contribute autonomously to this major public health challenge
« Oser sauver Ă lâĂ©cole » : Mise en place dâun cycle de premier secours au cours dâĂ©ducation physique
En Europe et aux Ătats-Unis, plus de 700 000 personnes dĂ©cĂšdent chaque annĂ©e des suites dâun arrĂȘt cardiaque (Berdowski et al. 2010). Avec un taux de survie de 2 Ă 10 % (European Resuscitation Council, 2015), le pronostic vital associĂ© aux arrĂȘts cardiaques est, dĂšs lors, relativement limitĂ©. Celui-ci peut ĂȘtre cinq Ă sept fois supĂ©rieur si un tĂ©moin pratique une rĂ©animation cardio-pulmonaire (RCP) et une dĂ©fibrillation durant les premiĂšres minutes dâintervention (ERC, 2015). Dans le cadre de cette Ă©tude pilote, lâobjectif Ă©tait dâanalyser la pertinence, lâimpact et la faisabilitĂ© de la mise en place dâun cycle de premiers secours dans un contexte scolaire, et, plus particuliĂšrement, dans le programme du cours dâĂ©ducation physique. Le cycle, d'une durĂ©e de 6 semaines (6 x 50 minutes), a Ă©tĂ© dispensĂ© Ă deux classes de rhĂ©toriques (n=51). Les compĂ©tences des Ă©lĂšves ont Ă©tĂ© Ă©valuĂ©es Ă l'aide d'un questionnaire avant et aprĂšs le cycle, ainsi qu'une grille d'observation Ă©valuant les habiletĂ©s gestuelles des Ă©lĂšves lors d'un protocole complet de rĂ©animation de base dâune personne adulte avec un DEA. La moyenne des rĂ©sultats des Ă©lĂšves au questionnaire est passĂ©e de 6,12 ± 3,25/20 (0,5-14) lors du prĂ©-test Ă 17,32 ± 1,79 /20 (10,5-20) Ă lâissue du cycle (p=0,00). La moyenne au test pratique est de 17,16 ± 1,72/20 (13,66-20). La sĂ©quence de cours proposĂ©e a permis dâamĂ©liorer les connaissances thĂ©oriques des Ă©lĂšves, leurs habiletĂ©s gestuelles et leur confiance par rapport Ă leur capacitĂ© Ă porter secours Ă une victime dâun arrĂȘt cardiaque, et s'inscrit clairement dans la philosophie du Pacte pour un Enseignement dâExcellence