A call for revolution in first aid education Recommended Citation (original) (raw)
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A call for revolution in first aid education
International Journal of First Aid Education, 2018
The actions of the first person on the scene in a medical emergency can be critical. Yet every year in the United Kingdom (UK) thousands of people die due to ineffective bystander action (NHS Choices, 2016). The period of time between an accident or emergency occurring and hospital intervention is critical for patient outcomes: one study showed that of those who died having been attended to by emergency services, 37.1% died before they reached hospital, and 30.8% died soon after (Dean et al, 2014). However, many deaths relating to accident and emergencies are preventable with appropriate pre hospital intervention (NHS Choices, 2016). In a UK study of accident-related deaths reported to the coroner between 1987 and 1990, Hussain and Redmond (1994) estimated 39% were potentially preventable by appropriate action taken by the public in the immediate minutes after injury. While a study carried out in Australia examining deaths by cardiac arrest in 2003 estimated around 5% of deaths may have been
ip innovative publication pvt. ltd , 2019
Abstract Introduction: Road traffic accidents (RTA's) are a leading cause of mortality in India. Emergency medical services are few and far between especially in rural areas of the country. The transport of victims is often the responsibility of passers-by, relatives or police personnel, most of whom are untrained in delivery of basic life-saving first aid. Lay first responders can fill the gap and provide first aid during the crucial ‘golden hour’, thus saving precious lives. Aim: To collect feedback from and assess the perception of participants of a First Aid Workshop conducted for Lay Responders Methodology: 2 faculty members from our college conducted a Hands-On First Aid Training Workshop at 2 institutions. Common emergency situations were discussed and the students were shown how to respond to each situation. The correct method of performing cardio-pulmonary resuscitation was demonstrated on a mannequin. An Automated External Defibrillator was used to teach bystander defibrillation. All the students and faculty members were then invited for a hands-on training of CPR. Results: All the students in both the institutions agreed that they were able to learn the basics of First-Aid by attending the workshop. 98.8% students in Institution A and 100% students in Institution B expressed confidence that they would be able to provide first-aid/CPR in an emergency situation. Keywords: First Aid, Emergency Medical Services, Accidents, Traffic.
Mapping the public first‐aid training landscape: a scoping review
Disasters
While the public can play a vital role in saving lives during emergencies, intervention is only effective if people have the skills, confidence, and willingness to help. This review employs a five-stage framework to systematically analyse first aid and emergency helping literature from 22 countries (predominately in Asia, Australia, Europe, and the United States). The review covers 54 articles that investigate public first-aid knowledge and uptake of first-aid training (40); public confidence in first-aid skills and willingness to help during an emergency (21); and barriers to or enablers of learning first aid and delivering first aid in an emergency (25). The findings identify high levels of perceived knowledge, confidence, and willingness to help, supporting the contention that the public can play a vital role during an emergency. However, the findings also point to low uptake levels, low tested skill-specific knowledge, and barriers to learning first aid and helping, indicating that the first-aid training landscape is in need of improvement.
First aid at school: teacher and staff training
Revista da Rede de Enfermagem do Nordeste, 2017
Objective: to evaluate the knowledge of teachers and employees after first aid training. Methods: this is a near pretest and post-test experiment for 35 staff and teachers of a school, evaluated using validated instruments for knowledge and skill in two stages, before and after a course/training. Results: 97.1% (34) female professionals participated, 42.8% (15) reported having received some training and 71.4% (25) had already witnessed an emergency case. Before the training, an average score of 19.43 referring to skill and 2.91 points in knowledge was verified and after 174.57 points in skill and 9.17 in knowledge, a statistically significant difference by the Wilcoxon Signal Station Test (p<0.001). Conclusion: training is effective, with a significant increase in the percentage of correct answers after first aid training in the school environment.
Evidence-based educational pathway for the integration of first aid training in school curricula
Background: " Calling for help, performing first aid and providing Cardiopulmonary Resuscitation (CPR) " is part of the educational goals in secondary schools in Belgium (Flanders). However, for teachers it is not always clear at what age children can be taught which aspects of first aid. In addition, it is not clear what constitutes " performing first aid " and we strongly advocate that the first aid curriculum is broader than CPR training alone. Objectives: To develop an evidence-based educational pathway to enable the integration of first aid into the school curriculum by defining the goals to be achieved for knowledge, skills and attitudes, for different age groups. Methods: Studies were identified through electronic databases research (The Cochrane Library, MEDLINE, Embase). We included studies on first aid education for children and adolescents up to 18 years old. A multidisciplinary expert panel formulated their practice experience and expert opinion and discussed the available evidence. Results: We identified 5822 references and finally retained 30 studies (13 experimental and 17 observational studies), including studies concerning emergency call (7 studies), cardiopulmonary resuscitation (18 studies), AED (Automated External Defibrillator) use (6 studies), recovery position (5 studies), choking (2 studies), injuries (5 studies), and poisoning (2 studies). Recommendations (educational goals) were derived after carefully discussing the currently available evidence in the literature and balancing the skills and attitudes of children of different ages. Conclusions: An evidence-based educational pathway with educational goals concerning learning first aid for each age group was developed. This educational pathway can be used for the integration of first aid training in school curricula.
Non-resuscitative first-aid training for children and laypeople: a systematic review
Emergency Medicine Journal, 2013
Background Relatively little is currently known about the effectiveness of first-aid training for children and laypeople. We have undertaken a systematic review to synthesise the evidence and inform policy and practice in this area. Methods A range of bibliographic databases were searched. Studies were eligible if they used experimental designs, provided first-aid training to laypeople or children and reported first-aid knowledge, skills behaviours or confidence. Studies were selected for inclusion, data extracted and risk of bias assessed by two independent reviewers. Findings were synthesised narratively. Results 23 studies (14 randomised controlled trials and 9 non-randomised studies) were included, 12 of which recruited children or young people (≤19 years old). Most studies reported significant effects favouring the intervention group; 11 out of 16 studies reported significant increases in first-aid knowledge; 11 out of 13 studies reported significant increases in first-aid skills; 2 out of 5 studies reported significant improvements in helping behaviour; and 2 out of 3 studies reported significant increases in confidence in undertaking first aid. Only one study undertook an economic evaluation; finding an intensive instructor-led course was more effective, but had significantly higher costs than either a less-intensive instructor-led course or a video-delivered course. Most studies were at risk of bias, particularly selection, performance or detection bias. Conclusions There is some evidence to support provision of first-aid training, particularly for children or young people, but many studies were judged to be at risk of bias. Conclusions cannot be drawn about which first-aid training courses or programmes are most effective or the age at which training can be most effectively provided. Few studies evaluated training in adult laypeople. High-quality studies are required assessing effectiveness and cost-effectiveness of standardised first-aid training to inform policy development and provision of first-aid training.
Non-resuscitative first aid training and assessment for junior secondary school students
Medicine, 2021
School-based first aid interventions can contribute to the number of adults trained in first aid in the community over time but few studies have examined the effectiveness of teaching non-resuscitative first aid on knowledge, attitudes and skills. Currently, there is no consensus on the optimal content and duration of first aid training for junior secondary students. The aim of this study was to evaluated the effectiveness of a 2.5 hour introductory non-resuscitative first aid course for junior secondary students. This prospective, single-centre, pre-post study included 140 students (11-13 years old). Students completed a questionnaire on first aid knowledge, attitude towards first aid and self-confidence to perform first aid before and after a training session. Six emergency medicine physicians taught practical first aid skills training. A game-based formative assessment was undertaken where the instructors assessed small teams of students' role-playing injured classmates and first aid responders (and vice-versa) treating abrasions, ankle sprain, choking and a scald injury. Few students had prior first aid training (14%). After adjusting for student's age, sex, prior first aid training and format delivery, the course was associated with increased mean knowledge score (pre-training 53%, post-training 88%; mean difference [MD] 35%, 95% CI: 32% to 38%), positive attitudes and more confidence in performing first aid after training (all P < .001). All teams showed a good level of competency in treating simulated injuries with first aid kits. This brief non-resuscitative first aid course was associated with noticeable and valuable changes in knowledge score and selfconfidence level in performing first aid. The game-based formative assessment facilitated a positive learning environment for skill competency evaluation. Abbreviations: HKRC = Hong Kong Red Cross, IQR = interquartile range.
Making First Aid More Accessible During Mass-Casualty Incidents
International Journal of First Aid Education
The Safety Region of IJsselland (www.in-prep.eu/srij/) together with the Netherlands Red Cross, developed a skill focused workshop called 'Lifesaving Acts," and then offered it freely to its citizens. Participants learn how to react in the critical moments following a mass casualty incident (MCI), while they are waiting emergency medical services (EMS) to arrive, through an engaging workshop. Participants are not measured on their level of competence, but instead given a certificate of attendance. The main message of the workshops is to teach citizens that they can play an important role in being part of lifesaving situations by initiating basic skills to the injured: trying to get as many people to safety before administering more complex first aid, and teaching participants that if there is a crisis, every minute counts.