Reference : “Dare to save a life at school”: implementation of a basic life support cycle in the ...
Scientific congresses and symposiums : Unpublished conference/Abstract
Human health sciences : Public health, health care sciences & services
http://hdl.handle.net/2268/200509
“Dare to save a life at school”: implementation of a basic life support cycle in the PE curriculum
English
Mouton, Alexandre mailto [Université de Liège > > Centre interfacultaire de formation des enseignants (CIFEN) >]
Laurent, Charlotte mailto []
Collin, Manon mailto [Université de Liège - ULiège > > > Master sc. motr., or. éd. phys., à fin.]
Verdonck, Simon mailto []
Ovart, Damien mailto []
Ulweling, Denis mailto []
Cloes, Marc mailto [Université de Liège > Département des sciences de la motricité > Intervention et gestion en activités physiques et sportives >]
10-Jun-2016
Yes
No
2016 AIESEP International Conference
8-11 juin 2016
AIESEP
LARAMIE
WY
[en] basic life support ; school ; physical education ; CPR ; DEA
[fr] Premiers secours ; Ecole ; éducation physique
[en] Introduction
In Europe, about 400,000 people have a sudden cardiac arrest every year, with a survival rate of 5-10% (ERC, 2015). Bystander cardiopulmonary resuscitation (CPR) could increase this survival rate by 2-3 times. Unfortunately, less than 20% of the general population is able to perform it effectively (Plant & Taylor, 2013). Besides, most of the public facilities are now equipped with automated external defibrillators (AEDs). In a physical literacy perspective (Whitehead, 2013), PE teachers are ideally placed to teach basic life support (BLS) to their students (Colquhoun, 2012).

Methods
In this pilot study, a female PE teacher was trained to a BLS cycle adapted to the PE curriculum. The BLS cycle, including 6 sessions of PE, was developed in a participatory approach by a team of BLS specialists, PE teacher educators and by the PE teacher herself. During this BLS cycle, students learned the CPR & AED protocols, taught by different teaching styles (practice, reciprocal, self-check) with hands-on application on training manikin and AED. A process analysis was performed from the video recording of the sessions and from satisfactory questionnaires. Students’ knowledge of the BLS protocol was assessed by a 14 open-ended questionnaire at baseline (T0) and after the intervention (T1). Practical application of the BLS protocol was assessed on a manikin measuring CPR performance at T1.

Results and conclusions
The BLS program was taught to two classes of high school female students (n=52), aged 17.1 ± 0.3 years. At T0, if students were mostly aware of the emergency number (71.4%), very few were able to localise the chest compression (14.3%) and AEDs’ electrodes (2%) areas. Most of them did not feel able to perform BLS (89.8%) and would agree to learn it during PE lessons (97.9%). Results at T1 are expected to highlight improvements of the theoretical and practical BLS’ competencies of the students.
SIGAPS; LFBS
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/2268/200509

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