Key result
BLS training drives a ~6-fold increase in theoretical knowledge and improves psychomotor skills in students.
Why the study?
The study evaluated the theoretical knowledge and psychomotor skill acquisition of basic life support among secondary school students in Nigeria before and after training.
Does basic life support (BLS) training improve theoretical knowledge and psychomotor skill acquisition in secondary school students?
Does basic life support (BLS) training improve theoretical knowledge and psychomotor skill acquisition in secondary school students?
Mean Difference: 9.48571
Absolute Event Rate: 11.4% vs 1.9%
p-value: p=<0.000
Secondary school students in Nigeria have low baseline knowledge of basic life support, highlighting the need for increased awareness and training programs.
Supports school-based BLS awareness programs in Nigeria; leaves open whether training enhances knowledge or skills.
BACKGROUND: The aim of the study is to evaluate the theoretical knowledge and psychomotor skill acquisition of basic life support (BLS) by a group of secondary school students in Nigeria pre and post BLS training. METHODS: This was quasi-experimental study design with 210 participants. They were taught on adult BLS and all the participants practiced BLS on a Resusci-Anne manikin immediately after the training. Data were collected using American Heart Association (AHA) structured questionnaire and psychomotor skills checklist for BLS at baseline, and post BLS training. RESULTS: <0.000).CONCLUSION: Most Nigerian secondary school students were not knowledgeable about BLS. Therefore, there is need for the creation of more awareness among the students.
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Gabriel et al. (2019) studied Basic Life Support (BLS) knowledge and skills (n=210). Basic life support (BLS) training program vs. Baseline (pre-training) was evaluated on Theoretical knowledge score (MD 9.48571, p=<0.000). A basic life support training program significantly increased theoretical knowledge scores (from 1.9 to 11.4) and psychomotor skill scores (from 0.0 to 8.9) among Nigerian secondary school students.
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