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Teaching Basic Life Support to schoolchildren: quasi-experimental study.

Ana Carolina Carraro Tony1, Fábio da Costa Carbogim1, Daniela de Souza Motta1

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An educational intervention significantly improved elementary students' knowledge of Basic Life Support (BLS) for adult cardiorespiratory arrest. Post-intervention scores were substantially higher, demonstrating the program's effectiveness.

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Area of Science:

  • Health Education
  • Pediatric Emergency Care

Background:

  • Basic Life Support (BLS) knowledge is crucial for immediate response during cardiorespiratory arrest.
  • Early intervention in schools can foster life-saving skills from a young age.

Purpose of the Study:

  • To assess the impact of an educational intervention on Basic Life Support knowledge among elementary students.
  • To evaluate knowledge acquisition before and after the intervention in a real-world school setting.

Main Methods:

  • A quasi-experimental study involving 335 elementary school students.
  • Data collection via a sociodemographic and BLS knowledge assessment tool.
  • Statistical analysis using descriptive and inferential methods.

Main Results:

  • A statistically significant increase in BLS knowledge was observed post-intervention (p < 0.05).
  • Mean scores improved from 4.12 ± 1.7 in the pre-test to 6.53 ± 1.9 in the post-test (p = 0.00).

Conclusions:

  • The educational intervention effectively enhanced students' understanding of Basic Life Support for cardiorespiratory arrest.
  • This highlights the vital role of nursing professionals in implementing health education in elementary schools.