Assessment of Knowledge, Attitude and Practice of School's Roles about Pediatric Basic Life Support Skills | ||
| The Egyptian Journal of Hospital Medicine | ||
| Article 226, Volume 89, Issue 2, October 2022, Pages 7621-7627 PDF (797.26 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/ejhm.2022.276733 | ||
| Authors | ||
| Yasmine G. Mohamed* ; Nashwa M. Abdelgeleel; Radwa A. M. Soliman | ||
| Abstract | ||
| Background: Children are more prone to get injuries. Additionally, 32% of times had bad practice while 68% of times had adequate practice, as determined by the total score. Objective: The aim of the present work was to assess the knowledge, attitude and practice of schools' role about pediatric basic life support aiming at prevention and early management of serious emergencies. Subjects and methods: A cross-sectional study was conducted on 100 schools' roles who teach or deal with students in primary school about pediatric basic life support. A convenience sample was collected from some five schools at Ismailia governate, between January and March 2019. Results: A total of 64 (64%) of participants had never received a course in emergency medicine before. Up to 84% of participants had strong knowledge on average, whereas 16% had low knowledge. Female teachers of math, science, and elementary school students (5-12 years old) who worked more than 4 hours daily had considerably better understanding than the others (P-value <0.05). Additionally, 32% of times had bad practice, while 68% of times had adequate practice, as determined by the total score. Teachers of math, science, and grade levels (5-12 years old) who worked more than 4 hours daily had considerably better practice than their counterparts (P-value <0.05). Conclusion: The majority of the teachers in Ismailia governate were familiar with first aid. Knowledge of first aid was highly correlated with sex, type of teachers and work hours. | ||
| Keywords | ||
| KAP; First Aid; Pediatric; Teachers; cross sectional study; Suez Canal University | ||
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