Reference : “Dare to save a life at school”: Implementation of a CPR+AED sequence in the PE curriculum
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/2268/217243
“Dare to save a life at school”: Implementation of a CPR+AED sequence in the PE curriculum
English
Mouton, Alexandre mailto [Université de Liège - ULiège > > Centre interfacultaire de formation des enseignants (CIFEN) >]
Laurent, Charlotte []
Collin, Manon []
Verdonck, Simon mailto []
Ovart, Damien []
Ulweling, Denis mailto []
Cloes, Marc mailto [Université de Liège - ULiège > Département des sciences de la motricité > Intervention et gestion en activités physiques et sportives >]
2017
Resuscitation
Elsevier North Holland Biomedical Press
118S1
e62
Yes (verified by ORBi)
International
0300-9572
1873-1570
Limerick
Ireland
[en] physical education ; cardiopulmonary resuscitation ; defribrillation ; school
[fr] Education physique ; école ; premiers secours
[en] réanimation
[en] In Europe, about 500,000 people suffer sudden cardiac arrest each 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).

Eleven PE teachers were trained to teach a CPR + AED sequence adapted to the Belgian French community PE curriculum. 307 students (17.1 ± 0.8 years old) performed hands-on manikin-based instruction and practice during 6 sessions of PE. Knowledge of the CPR + AED protocol was assessed by questionnaire at baseline (T0), after the intervention (T1) and after a three months’ follow-up period (T2). Practical application of the CPR + AED protocol was assessed with an evaluation grid and a manikin measuring CPR performance at T1 and T2. A process analysis was performed from the video recording of the sessions and from satisfactory questionnaires.

Preliminary results from the 6 PE teachers who taught the sequence to their students (n = 155) during the first part of the school year exposed significant improvements from T0 to T2 in the knowledge of the CPR + AED protocol (from 7 ± 3.4/20 to 16 ± 2.4/20; p < 0.001). Average score on the evaluation grid was 16 ± 1.7/20 at T1 and remained rather constant at T2 (15.3 ± 1.8/20). Depth and rate of chest compressions remained stable between T1 and T2 (≈105/min.; ≈41 mm). Volume of breaths decreased significantly from T1 to T2 (590 ± 443 ml to 305 ± 248 ml; p < 0.001).

The CPR + AED sequence led to encouraging improvements of the knowledge, abilities and confidence of the students. PE teachers felt valuated and able to contribute autonomously to this major public health challenge.
Unité de recherche en didactique et formation des enseignants - DIDACTIfen
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/2268/217243
10.1016/j.resuscitation.2017.08.153

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Open access
Mouton_Al_ERC_2017_Dare_Save_Life_School.pdfPublisher postprint50.89 kBView/Open

Bookmark and Share SFX Query

All documents in ORBi are protected by a user license.