@article{article_662087, title={Do teachers know up-to-date basic life support? A field survey in Amasya, Turkey.}, journal={Pamukkale Medical Journal}, volume={13}, pages={331–339}, year={2020}, DOI={10.31362/patd.662087}, author={Gümüş, Kenan and Keloğlan, Seval and Doğan, Nurhan and Yılmaz, Aslı and Fışkın, Gamze and Yurttaş, Merve}, keywords={basic life support,knowledge level}, abstract={<p class="Body" style="margin-bottom:.0001pt;text-align:justify;line-height:150%;"> <b> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">Aim: </span> </b> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us"> It is important for teachers to have sufficient knowledge
about basic life support (BLS) to reduce mortality and morbidity rates in
life-threatening events at schools. This study aimed to determine teachers’
knowledge levels about </span> <span lang="da" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="da"> BLS </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">in </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">XXXXX </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us"> . </span> </p> <p> </p> <p class="Body" style="margin-bottom:.0001pt;text-align:justify;line-height:150%;"> <b> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">Methods: </span> </b> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us"> 1,365 teachers in the city of </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">XXXXX </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">constituted its sample. Data
was collected using </span> <span lang="fr" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="fr"> a
questionnaire </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">with </span> <span lang="fr" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="fr"> 35 questions a </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">bout the teachers’ demographic information, attitudes towards
BLS and knowledge about up-to-date BLS practices (According to AHA 2015
guidelines). Their knowledge levels were evaluated on an 18-point scale. </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us"> </span> </p> <p> </p> <p class="Body" style="margin-bottom:.0001pt;text-align:justify;line-height:150%;"> <b> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">Results: </span> </b> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us"> The data of 1.365 teachers who completely filled out the
questionnaire were analyzed. The teachers’ mean score on the BLS questionnaire
was 7.93±2.16. Their BLS knowledge levels were not associated with gender, age,
education level or the number of years since their most recent BLS training ( <i>p </i>>0.05). The ratios of teachers who
knew emergency call numbers (98.4%), were able to evaluate respiration (80.6%),
had the ability to maintain airway patency (66.9%) and knew the starting
criteria for BLS (90.6%) were high. The ratio of teachers who knew the first
assessment of process steps (4.5%) and maximum time that should be spent
(23.7%), compression site (17.8%), the number of compressions and compression
to respiration ratios (33.3%), depth of compression (37.6%), time for
life-saving exhalation (8.0%), the number of compressions per minute (15.6%),
and for civilian first aiders, knew how to use an automatic external defibrillator
(AED) (24.2%) were low. </span> </p> <p> </p> <p class="Body" style="margin-bottom:.0001pt;text-align:justify;line-height:150%;"> <b> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">Conclusion: </span> </b> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us"> The teachers in </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us">XXXXX </span> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us"> do not have sufficiently updated information about BLS
practices (the first BLS assessment and required time for BLS, BLS steps,
respiration period, compression site, depth and the number of compressions). </span> <b> <span lang="en-us" style="font-size:12pt;line-height:150%;font-family:Arial, sans-serif;" xml:lang="en-us"> </span> </b> </p> <p> <b> </b> </p> <b> </b>}, number={2}, publisher={Pamukkale University}, organization={Amasya Üniversitesi}