Assessment of Basic Life Support Skills of Early Middle School Students in Turkey

Bystanders play a crucial role in improving the efficacy of Cardiopulmonary Resuscitation (CPR) for patients experiencing out-of-hospital cardiac arrest. The highest rates of bystander CPR are observed in several Scandinavian countries, where CPR training has been mandated in schools for decades.

To assess the basic life support (BLS) knowledge and skills of early middle school students in Turkey and evaluate the effectiveness and retention of a brief CPR training program.

This study employed a non-randomized before-after design at a private school. Participants were fifth and sixth-grade students (n = 170). A two-hour CPR training program, consisting of a PowerPoint presentation and hands-on manikin practice, was administered. Data were collected via pretests, immediate posttests, and posttests administered two weeks later. BLS knowledge, self-perceived competence, and willingness to perform CPR were assessed.

Participants demonstrated limited baseline BLS knowledge despite some understanding of cardiovascular and pulmonary physiology. The CPR training program significantly improved BLS knowledge and self-perceived competence immediately after the intervention (p < 0.05). However, knowledge and self-perceived competence decreased significantly at the two-week follow-up. Students with prior BLS training paradoxically scored lower on the BLS knowledge test than those without prior training. Having a healthcare professional relative was not significantly associated with BLS knowledge.

Brief CPR training can improve BLS knowledge and skills in middle school students. However, sustained knowledge and competence require ongoing reinforcement. Integrating CPR training into the school curriculum and providing regular refresher courses are potentially effective strategies for improving bystander CPR rates.