Effects of pediatric first aid training on preschool teachers: a longitudinal cohort study in China

BMC Pediatrics

Xiaoming Shen²  Fan Jiang¹  Jinsong Zhang²  Xiaoyang Sheng²  Feng Li² 

[1] Department of Developmental and Behavioral Pediatrics, Shanghai Pediatric Translational Research Institute, Shanghai Children’s Medical Center affiliated Shanghai Jiaotong University School of Medicine, MOE-Shanghai Key Laboratory of Children’s Environmental Health, 1678 Dongfang Rd, Shanghai 200127, China;Department of Children and Adolescents Health Care, MOE-Shanghai Key Laboratory of Children’s Environmental Health, Xin Hua Hospital affiliated Shanghai Jiaotong University School of Medicine, 1665 Kongjiang Rd, Shanghai 200092, China

关键词: Training;    Pediatric first aid;    Knowledge retention;    Preschool teachers;   

Others  :  1135409
DOI  :  10.1186/1471-2431-14-209

 received in 2014-01-07, accepted in 2014-08-18,  发布年份 2014

【 摘 要 】

Background

Unintentional injuries are a major cause of death among children. Data suggest that the retention of knowledge and skills about first aid declined over time. The purpose of this study was to assess the effects of pediatric first aid training among teachers.

Methods

A stratified random sampling method was used to select 1,067 teachers. The selected trainees received pediatric first aid training. Follow-up assessments were conducted 6 months, 9 months and 4 years following the training. A standardized collection of demographics was performed, and participants were given a questionnaire to indicate knowledge of and emotions about first aid.

Results

In the pretest, 1067 people responded with a mean of 21.0 correct answers to 37 questions, whereas in the post-test period, the mean score increased to 32.2 correct answers of 37 questions (P <0.001). There was a decrease in scores from post-test to 6 months, 9 months and 4 years after the training. However, the mean at the 6-month, 9-month and 4-year marks were higher than the pretest mean (P < 0.001). A total of 82.8% of the participants achieved a pass mark of 80% or above; 42.8% of participants achieved the pass mark at 6 months, 41.7% at 9 months and 11.7% at 4 years (compared with pre-test, P < 0.001). The mean score of the subjects’ emotions in the post-test period increased to 81 (P < 0.001). The mean scores of emotions at 9 months or 4 years were higher than the pretest mean (P < 0.001). At the 4-year mark, the majority of preschool staff (>70%) had administered correct first aid for injuries.

Conclusions

This study demonstrated that the acquisition of knowledge, both short and long term, significantly improves. Despite appreciable decreases in knowledge long term, knowledge retention was modest but stable.

【 授权许可】

   
2014 Li et al.; licensee BioMed Central Ltd.

【 图 表 】

Figure 1.

Figure 2.

Figure 3.

【 参考文献 】

• [1]Krug EG, Sharma GK, Lozano R: The global burden of injuries. Am J Public Health 2000, 90:523-526.
• [2]Guyer B, Ma S, Grason H, Frick KD, Perry DF, Sharkey A, McIntosh J: Early childhood health promotion and its life course health consequences. Acad Pediatr 2009, 9:142-149.
• [3]Eichelberger MR, Gotschall CS, Feely HB, Harstad P, Bowman LM: Parental attitudes and knowledge of child safety. A national survey. Am J Dis Child 1990, 144:714-720.
• [4]Danseco ER, Miller TR, Spicer RS: Incidence and costs of 1987–1994 childhood injuries: demographic breakdowns. Pediatrics 2000, 105:E27.
• [5]Grabowski JG, Simmons JD, Eichelberger MR: Preventing unintentional pediatric injuries at evacuation centers. J Trauma 2009, 67:S94-S95.
• [6]Yang GH, Zhou MG, Huang ZJ, Wang LJ: Study on the trend and disease burden of injury deaths in Chinese population, 1991–2000. Zhonghua Liu Xing Bing Xue Za Zhi 2004, 25:193-198.
• [7]Engeland A, Roysamb E, Smedslund G, Sogaard AJ: Effects of first-aid training in junior high schools. Inj Control Saf Promot 2002, 9:99-106.
• [8]Bollig G, Wahl HA, Svendsen MV: Primary school children are able to perform basic life-saving first aid measures. Resuscitation 2009, 80:689-692.
• [9]Li F, Jiang F, Jin X, Qiu Y, Shen X: Pediatric first aid knowledge and attitudes among staff in the preschools of Shanghai, China. BMC Pediatr 2012, 12:121. BioMed Central Full Text
• [10]Campbell S: Supporting mandatory first aid training in primary schools. Nurs Stand 2012, 27:35-39.
• [11]Rassin GM, Beach PS, McCormick DP, Niebuhr VN, Weller S: Health and safety in day care: parental knowledge. Clin Pediatr (Phila) 1991, 30:344-349.
• [12]Gautam V, Heyworth J: A method to measure the value of formal training in trauma management: comparison between ATLS and induction courses. Injury 1995, 26:253-255.
• [13]Tippett J: Nurses’ acquisition and retention of knowledge after trauma training. Accid Emerg Nurs 2004, 12:39-46.
• [14]Bukiran A, Erdur B, Ozen M, Bozkurt AI: Retention of nurses’ knowledge after basic life support and advanced cardiac life support training at immediate, 6-month, and 12-month post-training intervals: a longitudinal study of nurses in Turkey. J Emerg Nurs 2014, 40:146-152.
• [15]Thompson ME, Harutyunyan TL, Dorian AH: A first aid training course for primary health care providers in Nagorno Karabagh: assessing knowledge retention. Prehosp Disaster Med 2012, 27:509-514.
• [16]Schumann SA, Schimelpfenig T, Sibthorp J, Collins RH: An examination of wilderness first aid knowledge, self-efficacy, and skill retention. Wilderness Environ Med 2012, 23:281-287.
• [17]American Academy of Pediatrics: Pediatric First Aid for Caregivers and Teachers, Revised 1st edn. Sudbury: Jones & Bartlett Publishers; 2007.
• [18]Girdley FM, Cohen DJ, Birnbaum ML, Bowman RM: Advanced trauma life support: assessment of cognitive achievement. Mil Med 1993, 158:623-627.
• [19]Broomfield R: A quasi-experimental research to investigate the retention of basic cardiopulmonary resuscitation skills and knowledge by qualified nurses following a course in professional development. J Adv Nurs 1996, 23:1016-1023.
• [20]Moule P, Knight C: Emergency, cardiac arrest! Can we teach the skills? Nurse Educ Today 1997, 17:99-105.
• [21]Hamilton R: Nurses’ knowledge and skill retention following cardiopulmonary resuscitation training: a review of the literature. J Adv Nurs 2005, 51:288-297.
• [22]Makker R, Gray-Siracusa K, Evers M: Evaluation of advanced cardiac life support in a community teaching hospital by use of actual cardiac arrests. Heart Lung 1995, 24:116-120.
• [23]Ali J, Adam R, Stedman M, Howard M, Williams J: Cognitive and attitudinal impact of the Advanced Trauma Life Support program in a developing country. J Trauma 1994, 36:695-702.
• [24]Madden C: Undergraduate nursing students’ acquisition and retention of CPR knowledge and skills. Nurse Educ Today 2006, 26:218-227.
• [25]Ali J, Cohen R, Adam R, Gana TJ, Pierre I, Ali E, Bedaysie H, West U, Winn J: Attrition of cognitive and trauma management skills after the Advanced Trauma Life Support (ATLS) course. J Trauma 1996, 40:860-866.
• [26]Fossel M, Kiskaddon RT, Sternbach GL: Retention of cardiopulmonary resuscitation skills by medical students. J Med Educ 1983, 58:568-575.
• [27]Moser DK, Dracup K, Guzy PM, Taylor SE, Breu C: Cardiopulmonary resuscitation skills retention in family members of cardiac patients. Am J Emerg Med 1990, 8:498-503.
• [28]Berden HJ, Willems FF, Hendrick JM, Pijls NH, Knape JT: How frequently should basic cardiopulmonary resuscitation training be repeated to maintain adequate skills? BMJ 1993, 306:1576-1577.
• [29]Berden HJ, Hendrick JM, van Doornen JP, Willems FF, Pijls NH, Knape JT: A comparison of resuscitation skills of qualified general nurses and ambulance nurses in The Netherlands. Heart Lung 1993, 22:509-515.
• [30]Melnick MJ: Effects of overlearning on the retention of a gross motor skill. Res Q 1971, 42:60-69.
• [31]Tweed WA, Wilson E, Isfeld B: Retention of cardiopulmonary resuscitation skills after initial overtraining. Crit Care Med 1980, 8:651-653.
• [32]Wik L, Myklebust H, Auestad BH, Steen PA: Retention of basic life support skills 6 months after training with an automated voice advisory manikin system without instructor involvement. Resuscitation 2002, 52:273-279.
• [33]Turner NM, Scheffer R, Custers E, Cate OT: Use of unannounced spaced telephone testing to improve retention of knowledge after life-support courses. Med Teach 2011, 33:731-737.
• [34]Yakel ME: Retention of cardiopulmonary resuscitation skills among nursing personnel: what makes the difference? Heart Lung 1989, 18:520-525.
• [35]Mandel LP, Cobb LA: Initial and long-term competency of citizens trained in CPR. Emerg Health Serv Q 1982, 1:49-63.
• [36]Nelson M, Brown CG: CPR instruction: modular versus lecture course. Ann Emerg Med 1984, 13:118-121.
• [37]Larsson EM, Martensson NL, Alexanderson KA: First-aid training and bystander actions at traffic crashes–a population study. Prehosp Disaster Med 2002, 17:134-141.
• [38]Völker TM, Stefan CDI, Hauer H, Schreiber W: Project “Spotlight first aid”. A positional paper on first aid knowledge of Austrian car drivers. Notfall Rettungsmed 2010, 13:125-130.