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Background: This study explored the cardiac emergency preparedness of school employees in Illinois, as well as their attitudes toward cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) training. Methods: One thousand two hundred seventy-six school employees completed an online survey regarding their school's cardiac emergency preparedness, as well as their access to CPR/AED training, confidence and willingness to perform CPR/AED, and attitudes toward CPR policies and mandates. Results: In total, results from 1273 school employees were analyzed. School employees in Illinois are not prepared to respond to a cardiac emergency, but desire training, plans, and drills. Demographic analyses revealed statistically significant differences in cardiac emergency preparedness between individuals of different personal and school characteristics. Conclusions: School employees in Illinois are not prepared to respond to a cardiac emergency. To increase preparedness for cardiac emergencies at school, schools should implement CPR/AED training for all employees, cardiac emergency response plans, and cardiac emergency response drills. Implications for School Health Policy, Practice, and Equity: Policies should be implemented at the state and local level to support cardiac emergency preparedness in schools, including mandated CPR/AED training for all school employees, cardiac emergency response plans for every building, and required cardiac emergency response drills.

Background: Layperson cardiopulmonary resuscitation (CPR) is an important skill with the potential to save millions of lives. However, CPR courses often require commercial, complicated, and expensive manikins. To increase access to CPR training worldwide at very low costs, Do-It-Yourself (DIY) devices may be a suitable tool for practising compressions. Objective: This scoping review is the first step in scoping and mapping the evidence on the effectiveness of DIY devices for laypersons learning adult CPR, along with defining gaps for future research. Method: This inquiry was structured by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. A systematic search of 14 academic databases and popular media archives, with additional hand searches, identified academic reports and resources describing DIY compression device construction and/or implementation. Research studies were synthesized narratively, and the main characteristics of all resources were presented in a table. Results: Fifteen studies compared learning outcomes of CPR practice either pre-post DIY practice or between DIY and commercial manikins. Studies varied in the intervention (e.g., learning modality, time, manikin) and measurement, which precluded formal meta-analysis. Of the 55 different DIY devices described throughout all resources, 26 (47.3%) used plastic bottles for compression practice. Analysis of the resources revealed gaps in the current evidence base, such as a lack of clear assessment criteria, standardized procedures for comparisons, and sociocultural questions. Conclusion: This scoping review has identified a small number of studies which described different DIY devices for learning basic CPR skills to different extents. While there is a need for a more comprehensive search and full systematic review, the findings serve as a starting point for future investigations and support evidence-based choices regarding DIY manikins for teaching adult CPR.

The implementation of educating "Basic Life Support (BLS) competences" in German schools is particularly affected by the often reported "implementational gap" --limited transfer of empirical findings into practice. This Design-Based Research (DBR) study evaluates two different methodologies for BLS teaching, generating implications for transfer. Students (N = 136) of a secondary school (11-13 years) were assigned to different methodological approaches. A test group (TG) received intervention implemented into regular biology lessons (10 units; n = 48); the control group (CG) participated in a basic instruction (2 units; n = 68). Both large-scale methods -- subject-matter teaching (TG) and project activity (CG) -- were compared regarding current motivation, self-efficacy, constructivist instruction, cognitive load, and practical skills. Data from n = 125 students (TG=48; TG=68) could be included into analysis (Mage=11,16; SD=.45; 55.2% female). Probability of success and interest increased, anxiety perception decreased (no group-interaction effect), whereas challenge perception remained constantly. Self-efficacy overall improved from before to after intervention, with TG reporting higher social self-efficacy and less negative outcome expectancies. No differences were found for practical BLS performance. MANOVA (after intervention) showed higher values for anxiety in TG, and for self-efficacy, CG has higher values for negative outcome expectancies (post hoc analysis). For cognitive load and constructivist instruction, no differences between groups were found. In conclusion, both methodological approaches seem to have their own pedagogical justification. Schools' implementation processes may benefit from combining (subject-matter) curriculum content with BLS information or content to facilitate time and resource-saving realization.

Cricothyrotomy is an emergency procedure that is utilized in situations that require immediate access to a breathing pathway. This procedure may be performed by professionals in a variety of healthcare fields depending upon the specific emergency scenario, so the development of an interprofessional workshop is imperative for procedural confidence and skill development. Our team developed a training workshop with a specific focus on procedural skills, risks, benefits, and psychological ramifications associated with a cricothyrotomy procedure. Pre-workshop and post-workshop surveys were obtained for comparison of participant confidence. Overall, the organization and delivery of a cricothyrotomy training workshop significantly increased the overall participant confidence surrounding this procedure.

This research delves into analyzing and comprehending humanistic attitudes within the management framework of the Youth Red Cross (PMR) organization at Madrasah Tsanawiyah Negeri Palopo. Employing a qualitative approach, data is gathered through interviews, observations, and subsequent analysis. The study encompasses various stakeholders: the Headmaster of MTsN Palopo serves as an informant to provide an overview of the school, while administrators relay information regarding the school's general profile. Facilitators from the Indonesian Red Cross (Palang Merah Indonesia) and participating teachers offer insights into activity implementation. Additionally, interviews with active student participants, including core committee members and department heads, capture their perspectives on activity execution. Findings reveal the pivotal role of humanism in PMR organization management. Members demonstrate a profound concern for fellow students' welfare, evidenced by humanitarian activities like social action and first aid training. Management ethos within the PMR organization also champions humanistic principles. Student leaders focus on service-oriented leadership and meticulous time management from planning to empowering PMR members to actively engage in altruistic endeavors. Humanistic values underpin the ethos of PMR organization management, fostering an environment conducive to leadership cultivation, first aid proficiency, and altruism. Central to this ethos is the ethos of caring for fellow members and students, laying a robust foundation for PMR activities and management steeped in human values. This environment not only supports leadership development but also emphasizes first aid training and mutual assistance, all centered on fostering humanistic values.

This study aims to develop a valid and reliable assessment tool for the assessment of safety skills of individuals with intellectual disabilities, examine the effectiveness of the Safety Skills Instruction Program (SSIP) in teaching safety skills to these individuals, determine the preservation of skills after instruction by observation, and determine the views of parents and students respecting the teaching of safety skills. This research is designed in an explanatory sequential design, which is one of the mixed research methods. The examination of the construct validity process has indicated that the Safety Skills Test (SST) has a structure of four factors. 540 individuals with intellectual disabilities participated in the development of the measurement tool, and 32 individuals with intellectual disabilities participated in the implementation of the curriculum. It is determined that the level of safety skills of the students with mild intellectual disabilities who have attended the instruction is higher than the ones who have not attended, according to the mean ranks. It is found that the safety skills of students are preserved at a rate of 85-85%, according to the observation data gathered one week later. According to the result of the interview data, students and parents feel pleased about the instruction and think that the skills have been learned to a large extent.

Objectives: Among Aboriginal children, the year between birth and 1 year of age has the highest mortality rate compared with any other age. Prompt administration of cardiopulmonary resuscitation (CPR) leads to better outcomes and a lower likelihood of ongoing sequalae. Current education on infant CPR is not provided to parents except in certain circumstances in a neonatal intensive care unit. Currently, there are no identified CPR education courses specifically available for Aboriginal or Torres Strait Islander people, meaning that current infant CPR education courses are not culturally responsive. Design: Partnering with an Aboriginal community from the Bindjareb region of the Western Australian Noongar nation, the researchers used a co-design approach and an Aboriginal Participatory Action Research (APAR) design to explore how to deliver culturally safe and responsive infant CPR community education. This resulted in the development of the Koolangka Infant Life Saving Education Framework (KILSEF), which can be used to guide future planning and delivery of culturally safe and responsive community level infant CPR education. Results: The study findings identified that members of the Aboriginal community were very interested in receiving infant CPR education, but the barriers identified from mainstream CPR course delivery need to be removed for the community to benefit from culturally responsive ways of learning. Culturally responsive community CPR education should be provided in culturally safe places and the focus of learning should be on the practical applications of CPR and less on the academic pre-reading and written requirements. Explanations should be provided in lay terms and patience is required to communicate ideas in ways that facilitate understanding, and the course may need to be delivered over several days to accommodate community participant availability. Conclusion: Addressing Aboriginal community concerns and barriers allowed for the implementation of culturally responsive infant resuscitation education which was highly valued by community members and led to increased community confidence and participation in CPR education.

A single session art therapy intervention for Korean-Ukrainians who sought refuge in South Korea integrated Psychological First Aid (PFA) protocols in response to the Russian invasion of Ukraine. The program incorporated the World Health Organization recommended tasks of "look, listen, and link" in a thoughtfully executed two-hour timeframe for adults and children. The program enabled participants to imagine safety, develop self and collective efficacy, and affirm connectedness and hope. From this program, art therapists can work within a PFA framework by emphasizing emotional expression as well as building connections and social networks.

Context: Athletic training educators are tasked with designing experiences that meet the standards set forth by the Commission on Accreditation of Athletic Training Education standards and foster student engagement and learning, including the new standards on quality improvement (QI) and quality assurance, communication, and advocacy. As newer curricular content standards, many educators are exploring ways to engage students in these processes in meaningful, engaging ways. Objective: Describe an educational experience for students to engage in a real-time QI project aimed to improve campus access to automated external defibrillators (AEDs). Background: This project focused on QI in AED access and time-to-shock for out-of-hospital survival rates in sudden cardiac arrest. AEDs should be available and administered within 2 to 3 minutes of collapse to improve out-of-hospital sudden cardiac arrest survival rates. Description: Using the Plan, Do, Study, Act cycle for QI, students engaged in a structured real-life QI project as part of coursework and in-class activities. As a multiyear, continuous project various cohorts got to learn and build off previously completed work to improve campus access to AEDs. Advantage(s): This project can be completed in a didactic or clinical setting. Various Commission on Accreditation of Athletic Training Education standards were taught and assessed while providing students with the real-life experience and hands on experiences grounded in the social constructivism learning theory. Conclusion(s): Creating real-life learning experiences for students to engage in a QI project centered around campus access for AEDs improves student learning of QI, emergency preparedness, and advocacy through real-life, problem-based activities and highlights the impact athletic trainers and athletic training students can have on campus safety plans.

This viewpoint highlights the author's personal lived experiences of having her family home damaged during the catastrophic events of the 2022 Queensland floods in Australia. Art therapy Open studio practices facilitated within disaster management emphasize supporting recovery, building resilience, and offering emotional safety and containment. Based on the author's art making processes, she advocates for future considerations of utilizing the psychotherapeutic benefits of clay within an Open Studio Art therapy framework, to further complement existing emergency disaster Psychological First Aid models, which attend to Trauma and Stressor related mental health disorders. Such an integration would be beneficial in assisting individuals with Post traumatic growth, self-expression, and emotional recovery in the aftermath of natural disasters.

Purpose: The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum. Design/methodology/approach: Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results. Findings: The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia. Originality/value: This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.

Objective: The objective of this study was to identify out-of-hospital cardiac arrest characteristics for patients treated by collegiate-based emergency medical services (CBEMS) organizations. Participants: CBEMS organizations provided data via the National Collegiate EMS Foundation Cardiac Arrest Data Registry. Methods: CBEMS organization details, patient demographics, cardiac arrest characteristics and treatments, and prehospital outcomes for cases spanning October 2007 to May 2020 were analyzed with descriptive statistics. Results: There were 65 OHCA entries. The majority were for male patients (82%) and a notable number of cases occurred in patients 45 years of age or younger (41%). Cases were frequently witnessed (71%) with high rates of bystander cardiopulmonary resuscitation (57%) and defibrillation (29%) prior to EMS arrival. Almost half of the patients (48%) had achieved return of spontaneous circulation until care was transferred to a provider of equal/higher level. Conclusions: CBEMS organizations may be well situated to respond rapidly to on-campus OHCAs.

The study was carried out to determine the knowledge of child development students about foreign body aspiration in children, their first aid self-efficacy for foreign body aspiration, and to examine the relationship between their knowledge levels and first aid self-efficacy. The study was of descriptive and cross-sectional type. 118 students were included in the study. Descriptive Characteristics Form, Knowledge Evaluation Form about Foreign Body Aspiration in Children, and First Aid Self-Efficacy in Children with Foreign Body Aspiration Form were used to collect the study data. Foreign body aspiration knowledge scores of students were determined as 10.94 ± 2.29. The first aid self-efficacy score of students was low. A positive and significant relationship was found between students' knowledge scores and self-efficacy scores (p < 0.05). Although the level of knowledge of students about foreign body aspiration in children is above average, their first aid self-efficacy was found to be low.

Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of a video-prompting procedure to teach first aid skills to children with IDD or (b) attempted to teach these skills to children by using a telehealth delivery format. We used a concurrent multiple-baseline-across-skills design to evaluate the efficacy of a video-prompting procedure via telehealth to teach five children with IDD to perform first aid on themselves for insect stings, minor cuts, and minor burns under simulated conditions. For all participants, our procedure produced large improvements that maintained for a minimum of 4 weeks. Furthermore, the effects of the training generalized to novel confederates for all participants, and these effects maintained for a minimum of 4 weeks.

It is unclear how well intentions to support an adolescent peer with a mental health problem or in crisis translate into actual help-giving behaviours. Using data from a longitudinal study, this analysis aimed to investigate the associations between mental health first aid intentions and supportive behaviours among adolescents. A sample of 2749 Australian adolescents were included in the baseline analyses of 12 intention items and other covariates. At 12- and 18-month follow-up, 733 and 520 students reported valid data on their help-giving behaviours. Linear and logistic regression models were employed to examine the associations. High-to-moderate concordance was observed between baseline first aid intentions and the corresponding helping behaviours during follow-up assessments, with exceptions in items related to seeking help from adults/professionals or suicide. The overall quality of first aid intentions at baseline was significantly associated with that of helping behaviours at 12-month follow-up, after adjusting for potential confounders. Eleven of the 12 measured intentions prospectively predicted corresponding actions at 12 months, and in seven of them such predictive effect remained significant up to 18 months after training delivery. These findings suggest that adolescents' first aid intentions can predict their helping behaviours, thus supporting the notion that training programmes that improve adolescents' first aid intentions have the potential to translate into actual actions. Future research is warranted to narrow the gap between certain intentions and behaviours, particularly those related to seeking help from adults/professionals and suicide.

Injury and illness can occur in children. Since children spend a considerable amount of time in school, teachers must have the ability to assist when required. However, no research to date has examined Irish primary school teachers' experiences, training and knowledge in first aid. An online survey (n = 587) examined Irish male and female primary school teachers previous first aid experiences, training and knowledge. Respondents generally showed high levels of both previous first aid training and exposure to events requiring first aid. In addition, most teachers knew the location of the school's first aid equipment and were aware of their school's first aid policy. However, many felt ill-equipped to deal with these situations, particularly for serious incidents and over a third of teachers were not currently certified in first aid. While teachers displayed good overall knowledge, gaps were evident. The findings demonstrate the need to develop a multilevel school strategy to ensure teacher proficiency and school preparedness in managing situations requiring first aid.

As most of the life-threatening events, such as heart failure and trauma, occur out-of-hospital, first aid is considered crucial for a victim's survival chances. Unfortunately, a substantial part of these psychomotor or consciously brain-controlled motor skills are executed poorly or incorrectly due to the inexperience of first aid attendants or low retention after training. Together with an enlarged demand over the past years for first aid skills within the business sector and, corresponding, the tremendous load in teaching hours, this high need for training sessions in first aid led to the development of an online learning environment for psychomotor skills within the domain of Health Sciences. Although online learning environments already exist for teaching cognitive skills, developing one for psychomotor skills is considered challenging as it has not been proven effective yet. What is considered important, however, is to avoid cognitive overload and to maintain learners' motivation throughout the entire online learning environment. As such, to avoid cognitive overload, the designers used a cognitive instructional model, namely the 4C/ID model and used it as a framework for their online learning environment. On top, choice options were added to the online learning environment to maintain motivation throughout the process of learning psychomotor skills. The ultimate goal lies in enabling the learner to perform the psychomotor skill fluently in practice. The design process of the online learning environment, the corresponding design challenges, failures, and how they were dealt with are described in detail.

Aim: This research aimed to analyze the vocational adjustment of paramedic students in health sciences in terms of some anthropometric and motoric features. Material and Method: The research is a cross-sectional study, which is one of the quantitative research methods aimed at paramedic students. The study group consisted of 60 (n[subscript Male]=34, n[subscript Female]=110) first-year students (n[subscript Male]=16, n[subscript Female]=44; male: 19.63±1.36 years, female: 19.57±1.15 years) receiving education at Kirsehir Ahi Evran University (KAEU) Health Services Vocational School in the First and Emergency Aid Program who agreed to participate in the research voluntarily. To determine the descriptive statistics of the study group, gender and age variables were collected through the direct data collection method. After this process, required measurements, including somatotype measurements, were performed to determine the height, body weight (BW), hand grip strength (HGS), and arm mass values. After determining descriptive statistics, the Wilcoxon comparison test and Spearman correlation statistical test were performed, and the significance level was taken as p<0.05. In addition, relevant ethical permissions were obtained for the research. Findings: In addition to some differences with reference to the gender variable (Table 2), several significant correlations between hand grip strength and upper extremity (Tables 3-5) were identified. Moreover, a highly significant positive correlation was found between relative arm force (RAF) and hand grip strength (r[subscript RAF-HGS] = 0.707; p<0.001). When their somatotype structures were analyzed, male students were determined to have balanced ectomorph (1.77-1.96- 3.05), while female students had meso ectomorph (0.08-1.09-2.24) and overall (males & females) had meso ectomorph component (0.53-1.32-2.46). Conclusion and Suggestions: It was observed that the height values of the students were below some minimum value criteria for occupations such as police work, while their body mass index (BMI) values were within the normal range. Although the results were close to sedentary health professionals in terms of HGS, they were at a lower level than those of athletes. It is obvious that the students had different somatotype components regarding athletes. Based on this research, the conduct of further qualitative research on field workers is recommended as well as introducing some certain physical competence criteria in the recruitment of paramedic students.

Background: teen Mental Health First Aid (tMHFA) is an Australian school-based universal program for grade 10 to 12 students. tMHFA teaches teens how to recognize and respond to a peer in crisis or experiencing mental health concerns. Methods: Schools implementing tMHFA in 2019 and 2020 were propensity score matched, yielding a sample of instructors (n = 130) and students (n = 1915) in 44 high schools in 24 American states. Effectiveness and acceptability were assessed with student surveys at baseline and after implementation. Results: There were significant findings for primary outcomes, including improved helpful first aid intentions (Cohen ds = 0.57 to 0.58), confidence supporting a peer (ds = 0.19 to 0.31); the number of adults rated as helpful (ds = 0.37 to 0.44); and reductions in stigmatizing beliefs (ds = 0.21 to 0.40) and "harmful first aid intentions" (ds = 0.11 to 0.42). Instructors and students rated the program favorably with students sharing improvements on their recognition and responses to mental health problems and crises. Conclusion: tMHFA is an effective, feasible, and scalable training program for increasing mental health literacy and decreasing mental health stigma in adolescents in the short term, consistent with trials of tMHFA in Australian adolescents.

Due to advances in medical treatments, students with terminal illnesses are more likely to attend public schools, increasing the possibility that they may die on school property. However, educational health plans often fail to consider end-of-life care decisions. In the absence of federal or state statutes, school boards are left to navigate the issue of minors with Do Not Resuscitate Orders while at school. We examine state statutes and school board polices for minors with Do Not Resuscitate Orders attending or wishing to attend school. Themes from school district policies are discussed, and recommendations for federal, state, and local policymakers are made.

Students spend a significant proportion of their day in colleges and healthcare facilities where they might experience medical emergencies, or unexpected accidents, that occur in these places. Nursing students are required to perform critical life support in a significant way. The aim of this research was to assess knowledge, attitudes, and training status regarding basic life support (BLS). In Taif University, Saudi Arabia conducted an online cross-sectional survey. The questions used in the questionnaire were prepared according to 2015 American Heart Association (AHA) guidelines. Most subjects (52.9%) reported that they had attended a BLS course. The average age of the participants in the sample was 21.64 years. The right responses were significantly affected by previous cardiopulmonary resuscitation (CPR) training (P=0.01). The students in this study found substantial differences between them: students with previous BLS training (58.3%) felt capable of offering CPR to their fellow college students, compared to (42.7%) in the community without previous training (P=0.01). Importantly, over all subjects the attitude to learning on a BLS training course was positive. This study concluded that the knowledge, skills and attitudes of trained students are better than those of untrained students.

Objective: To investigate the role of specialised content knowledge in instructor training on the teaching and learning of basic life support (BLS) in secondary schools. Design: Cluster randomised controlled trial. Setting: Data were collected in three Flemish secondary schools during physical education classes. Method: Three secondary schools were randomly assigned to a 60-minute BLS instructor training without (one school, three teachers) or with (two schools, five teachers) a focus on recognising and addressing common errors. Knowledge of common errors in the performance of BLS and how to correct these is referred to as specialised content knowledge. Following instructor training, all teachers taught BLS lessons to different students. Teachers' use of time and interactions were assessed by means of systematic observation. BLS performance was assessed individually and unannounced to students (n = 294) one week following their training using a validated protocol. Results: On average, specialised content knowledge teachers interacted more with their students compared to common content knowledge teachers (8 vs 3 teacher interactions per lesson to the class as a whole, 43 vs 31 teacher interactions per lesson to students individually). In addition, students taught by specialised content knowledge teachers achieved significantly higher BLS scores (66% vs 61%; p < 0.05). Overall, average BLS performance of students correlated positively with the amount of time reserved for hands-on practice, r(21) = 0.51; p < 0.05. Conclusion: Specialised content knowledge (i.e. recognising and addressing common errors) should be part of BLS instructor training courses.

In the study, the aim is to determine the effects of the application of first aid training lessons on sports injuries. The group of the study was determined by the simple random sampling method included in the random sampling technique and consists of 20 physical education teachers who are still on duty in the 2020-2021 academic year. All of the physical education teachers are experienced teachers who have taken first aid lessons in undergraduate education. Vignette technique, one of the qualitative research methods, was used in the research. With the technique in question, teachers were asked to express their opinions following the first aid scenarios. The interviews were made over the phone and recorded with the consent of the participants. Content analysis was used in the study, and the validity and reliability of the data were provided. The opinions received from the participants were examined and themes were created by the content analysis and given with direct quotations. The opinions of the participants were interpreted by comparing with the findings of the experts in the field in accordance with the vignette technique. According to the results of the study, it was determined that physical education teachers gave similar answers to expert opinions about all scenarios. However, the accuracy rates of these answers vary with the scenarios. Therefore, it was determined that teachers' first aid knowledge varies, in some cases, they behave closely to expert opinions, and in some others, they move away from expert opinions. It has been observed that this situation resembles similar studies in the literature. When the mentioned results are compared with the literature; it is recommended that first aid training be sustainable and implementation techniques are continuously improved.

A survey of Oregon State University Department of Chemistry personnel revealed that few of the faculty and graduate student respondents (only 6.7% and 8.3%, respectively) reported knowing the location of the automated external defibrillator (AED) nearest their workspace. Furthermore, a minority of both faculty and graduate student respondents indicated they felt confident they could use an AED if need be. The benefits of AED use during a cardiac arrest are discussed as well as steps being taken within the Department of Chemistry to increase AED awareness and competency with respect to chemistry teaching laboratories and beyond.

Objective: To evaluate cardiopulmonary resuscitation (CPR) skills performance and retention in schoolchildren aged 8 to 12 years following instruction by their teachers and with the guidance of a school nurse using paediatric manikins. Design: Descriptive simulation trial. Method: A school nurse provided support to six schoolteachers as they taught a modified 40-minute CPR course. Pupils were shown an out-of-hospital cardiac-arrest recognition video followed by a CPR simulation using paediatric manikins. 117 schoolchildren aged 8 to 12 years received the training. Both the schoolchildren and teachers completed a survey before and afterwards. Children completed an out-of-hospital cardiac-arrest recognition test and a 1-minute CPR test 1 week later. Results: After training, schoolchildren increased their self-efficacy as rescuers (8 ± 2 vs 10 ± 2; p < 0.001). Irrespective of age differences, 74% of schoolchildren performed the entire out-of-hospital cardiac-arrest recognition sequence correctly. Children aged 11 to 12 years and 10 to 11 years performed higher quality CPR (49% and 47%, respectively) compared to 8 to 9 year olds (14%, p = 0.008 and p = 0.014). Children aged 11 to 12 years outperformed younger children aged 8 to 9 years with respect to compression depth (48 ± 6 mm vs 43 ± 5 mm, p = 0.008) Conclusion: Schoolchildren's teachers, who were guided by a nurse using paediatric manikins, taught children aged 10 to 12 years to perform high-quality CPR. We suggest integrating paediatric manikins as part of children's CPR training as feedback from successful CPR performance increases motivation and confidence to act as a rescuer as well as improves skills retention.

Surf lifesaving in Australia is an iconic community volunteer service. Surf lifesaving members must attain their bronze medallion, which includes fundamental first aid and cardiopulmonary resuscitation (CPR) techniques in order to patrol the beaches. Each year thousands of rescues and first aid procedures are conducted on the beaches of Australia as volunteer patrolling surf lifesavers carry out their community service. However, there is a sport attached to this community service, which has arguably become the 'face' of surf lifesaving in Australia. Some athletes are professional, and others gain a range of sponsorships. Many others are juniors and Masters competitors. The national championships each year draw anywhere between 5000 and 8000 competitors and spectators. Not without its critics, the masculinised nature of surf lifesaving has come under scrutiny in the past (Booth, 2001). Significantly, this is a paper about young males and the way in which masculinity is socially constructed within both a sporting and broader social and cultural context. It is also a paper that challenges the way in which the male body is endorsed, perceived, and used in a utilitarian manner from boyhood through to early male adulthood, across a range of settings thereby creating a normalised conception of the male body throughout life. Using surf lifesaving as vehicle through which young males can be explored, it identifies the role of sport in the creation of this normalisation and specifically highlights, through an autoethnographic account, the expectation placed on young males within the masculinised sporting setting of surf lifesaving in Australia.

Aero medicine and first aid training is essential in preparing qualified cabin crew for in-flight medical emergencies. Nonetheless, it has always been regarded as a challenging aspect of cabin crew training. Cabin crew have been facing a more complex situation when conducting their duties onboard due to COVID-19. This study aims to explore the current status of aero medicine and first aid training in China. Using the snowballing technique, 17 participants were recruited for the in-depth semi-structured interview, including cabin crew from 9 airlines in China, first aid instructors from airline training centers, and lecturers from universities. Based on thematic analysis, four themes were extracted: required competencies, factors affecting first aid behaviors, course content and instructional strategies. Findings indicated that most airlines in China emphasized training their cabin crew in aero medicine and first aid. However, some conducted recurrent training once every two years, which was insufficient for skills and knowledge retention. Automated External Defibrillators (AED) were rarely equipped onboard. MedAire was not available for all airlines in China. The results pointed out the shortfalls on aero medicine and first aid aspect in China and can help improve the in-flight first aid facilities and optimize the training programs.

Early childhood educator preparation program curricula contain limited course work and accompanying field experiences on chronic illness management and supporting young children with these conditions. The current study examines data from 319 kindergarten to third grade teachers from the southeastern United States and their perceptions of statewide resources, school supports, and professional learning surrounding chronic illness and asthma management in schools. Results indicated teachers were not aware of the statewide supports for understanding regulations and accessing policies to assist children with chronic illness and asthma and that teachers were not adequately prepared to support children with chronic illness in their classrooms. Preparation programs did not include specific standards or experiences for supporting and teaching children with chronic illness. Teachers identified in-service opportunities as the educational context where professional learning about chronic illness took place. Twenty percent of teachers did not have strategies in place nor a minimum level of knowledge about medical emergencies or First Aid/CPR. We present a framework for addressing chronic illness with specific suggestions for improved preparation for teachers to enhance the early learning experiences of children in their classrooms.

This paper describes the CPR Tutor, a real-time multimodal feedback system for cardiopulmonary resuscitation (CPR) training. The CPR Tutor detects training mistakes using recurrent neural networks. The CPR Tutor automatically recognises and assesses the quality of the chest compressions according to five CPR performance indicators. It detects training mistakes in real-time by analysing a multimodal data stream consisting of kinematic and electromyographic data. Based on this assessment, the CPR Tutor provides audio feedback to correct the most critical mistakes and improve the CPR performance. The mistake detection models of the CPR Tutor were trained using a dataset from 10 experts. Hence, we tested the validity of the CPR Tutor and the impact of its feedback functionality in a user study involving additional 10 participants. The CPR Tutor pushes forward the current state of the art of real-time multimodal tutors by providing: (1) an architecture design, (2) a methodological approach for delivering real-time feedback using multimodal data and (3) a field study on real-time feedback for CPR training. This paper details the results of a field study by quantitatively measuring the impact of the CPR Tutor feedback on the performance indicators and qualitatively analysing the participants' questionnaire answers.

This study aimed to evaluate the effectiveness of a training package, which was applied through direct teaching method and included digital storytelling, a first aid manikin and live modeling, in teaching basic first aid skills necessary for cuts, sprains and bee stings to individuals with intellectual and additional disabilities. Three middle school students with multiple developmental disabilities whose ages ranged from 12 to 15 participated in the study. The first aid skills for simple cuts, sprains and bee stings were taught in a small group format. A multiple probe design across behaviors with probe conditions, one of the single-subject designs, was employed in the study. The independent variable of the study was training package and the dependent variables of the study were the participants' level of acquisition of the target skills (Cut, sprain and bee sting). The results of the study revealed that the package was effective in teaching simple first aid skills to the participants, and they maintained those skills for 1, 3 and 4 weeks after the completion of training. The participants were also able to generalize the skills to other first aid tools, settings and practitioners. Social validity findings showed that the participants enjoyed the classes in which digital storytelling was used. Also, they expressed their desire to have them in other courses.

For Romanian society and the education system after 1990, Health Education has a special relevance, especially on increasing health, increasing the quality of life, reducing some risk factors that lead to diseases, etc. From a public perspective, health is, due to its huge individual, but also social and demographic implications, one of the most relevant elements of government policies and strategies around the world. In the Romanian education system, teaching of first aid notions is of particular relevance, especially given that students/students from postgraduate courses urge qualified staff to organize such courses/activities. The paper presents the results of an opinion poll conducted among the students in the gymnasium cycle on the knowledge to be included in the Health Education discipline, but also the results of a questionnaire administered to the teachers, to doctors of some specialties (school doctors, specialists in medical emergencies, anesthesiology-intensive care physicians) who teach this discipline or who are involved in practicing practical activities with students. The school, through its moral authority, can make a substantial contribution to the transmission of this knowledge of student health education (with a strong emphasis on first aid) and has the ability to encompass and address, over time, to a high percentage of the population.

In light of the UK government's decision to make first aid education mandatory in schools, this article adds to the body of evidence to inform the implementation of this decision. Our research aimed to explore whether providing extra support to teachers increased their confidence to teach first aid, and whether this support influenced student learning outcomes. Thirty-five teachers were randomly allocated into two experimental groups and one control group. The first experimental group received support through a video medium, the second through an interactive webinar. The control group was provided with no support beyond the learning materials provided to all participants. Our analysis suggests that while providing support for teachers does not positively affect their confidence to teach first aid in the classroom, this increased support does positively affect the first aid knowledge of students.

The harmful use of alcohol is a global problem. Fatal Vision Goggles (FVG) are used within driver education programs in Slovenia for preventing drunk driving. The Faculty of Health Sciences at the University of Ljubljana has also introduced FVG into the education of health care students. The purpose of our research is to evaluate the experience of performing cardiopulmonary resuscitation (CPR) with FVG among students of health care. The results show that performing CPR with FVG is difficult, especially regarding correctly locating the place of chest compressions. The majority, 42 participants, reported the negative effects of alcohol. Sixteen students stated that they would not perform CPR in this condition. They stated that the experience of performing CPR with FVG is instructive (n = 39), useful (n = 35) and interesting (n = 34). The findings highlight the importance of practical learning exercises using FVG for the readiness to act in a real situation and alcohol drinking prevention. [This study was presented as an oral presentation at the ERPA International Congresses on Education, 10-12 April, 2020.]

Children's unexpected cardiac arrest warrants cardiopulmonary resuscitation (CPR) by kindergarten teachers. Yet, recent research revealed trained personnel reporting poor transfer of acquired skills during real-world emergencies with conventional CPR training. Immersive virtual reality (IVR) training induces a greater sense of presence and agency than conventional CPR training and may be more effective in terms of increasing trainees' intention and initiative to perform CPR in real-world emergencies. A quasi-experiment was conducted to assess the effectiveness of the IVR-based CPR training method in terms of enhancing the intention to perform CPR. The trial enrolled 50 participants, 25 of whom examined a child patient in an IVR virtual scenario, using an AED, and performed two rounds of two-minute chest compressions. The remaining 25 participants were trained using a video with consistent content on a monitor. A generalised estimating equation analysis demonstrated that the IVR training method significantly increased prospective kindergarten teachers' self-efficacy for performing CPR, positive attitudes towards CPR, and CPR knowledge. This advantage was also maintained after the five-week follow-up. Thus, CPR teaching via IVR looks to be an excellent way to enhance the intention to perform CPR and may be of great value in improving existing CPR training systems.

Background: Across the United States and Canada drug-related Good Samaritan laws (GSLs) have been enacted to encourage observers of acute drug overdose events to contact emergency medical services (EMS) without fear of legal repercussions. However, little is known about the working knowledge of GSLs among people who use illicit drugs (PWUD). We sought to evaluate the prevalence and factors associated with accurate knowledge of a GSL among PWUD in Vancouver, Canada, 1 year after the GSL was enacted. Method: We used data from participants in three community-recruited prospective cohort studies of PWUD interviewed between June and November 2018. Multivariable logistic regression was used to identify factors associated with accurate knowledge of the GSL. Results: Among 1,258 participants, including 760 males (60%), 358 (28%) had accurate knowledge of the GSL. In multivariable analyses, participants who reported ever having a negative police encounter (defined as being stopped, searched, or detained by the police) were less likely to have accurate knowledge of the GSL (adjusted odds ratio [AOR] = 0.70; 95% CI [0.54, 0.90]), while those involved in drug dealing were more likely to have accurate knowledge of the GSL (AOR = 1.50; 95% CI [1.06, 2.06]). Discussion: Despite having been enacted for a full year, approximately three quarters of participants did not have accurate GSL knowledge, warranting urgent educational efforts among PWUD. Additional research is needed to understand whether GSLs can mitigate the fears of legal repercussions among those engaged in drug dealing and with past negative experiences with the police.

Relevant organizations emphasize the importance of first aid (FA) for older adults due to the increased risk of injuries and sudden illnesses in old age. Even though FA training guidelines have been developed, no program for an FA course adapted for the older adults has been formally adopted in Europe. This study's objective is to identify older adults' needs, beliefs, desires, advantages, and possible limitations in connection with FA. This qualitative study used semistructured interviews with 22 laypersons and retired health professionals older than 60 years old. The qualitative content analysis indicated that the major themes elicited by the older adults are motivation to participate in the FA training, older adults' specific features as a resource or obstacle for participating in FA training, general suggestions, and content suggestions for FA training. Older adults are very differently motivated to participate in FA training due to the heterogeneity of their psychophysical abilities. They need and want to obtain additional knowledge from the field of FA and health protection for which any psychophysical limitations are not as relevant as when learning cardiopulmonary resuscitation. They want to learn how to recognize emergency situations and more about calling emergency services with the use of modern technology. In addition to cardiopulmonary resuscitation without rescue breaths, they also want to learn about topics related to the treatment of injuries. Those who had practiced FA in their work-life think that they can be a good source to transfer their knowledge to persons from their generation. While planning an FA training course, it has to be taken into consideration that older adults want a short course, adjusted to their varied psychophysical abilities. Due to the wide array of contents they want to learn, it would be reasonable to prepare a selection of different programs for short training courses.

Youth Mental Health First Aid (YMHFA) teaches adults to recognize signs and symptoms of youth mental illness and intervene using a five-step action plan. While studies have examined the effects of the YMHFA on school staff, limited attention has been given to parent trainees in the school setting. The present study examined the outcomes following YMHFA for parents at school using a prepost and 2-month follow-up design. Researchers collaborated with schools to offer six free trainings at no cost to parents. A total of 107 parents participated in the research by completing the pre- and postsurveys. In addition, 64 of them also completed the 2-month follow-up survey after completing the YMHFA training. Analysis of covariances results indicated that following the YMHFA training, parents' mental health literacy, help-seeking intentions, attitudes toward help-seeking, behavioral intentions to use the Mental Health First Aid (MHFA) action plan, and confidence in MHFA skills increased significantly. Stigma decreased significantly. All significant changes were maintained at the 2-month follow-up. Participants also provided feedback and suggestions. Thematic analysis was used to identify themes related to beneficial aspects of YMHFA and ways to improve the training for parents at school. Implications for engaging parents in school to support youth mental health are discussed.

Background: Uncontrolled bleeding is the leading preventable cause of death after injury. Stop the Bleed (STB) is a bleeding control training with proposed expansion into schools. However, the attitudes of guardians, specifically those with past trauma/injury, towards expanding STB into schools are unknown. Methods: A cross-sectional survey evaluated guardian attitudes towards STB training in high schools, and compared responses between guardians based on the experience of prior trauma. Logistic regression models evaluated the association between prior trauma and guardian-reported acceptability of STB training. Results: Of 750 guardians who received the survey, 484 (64.5%) responded. Most guardians (95.3%) wanted their child trained. Few (4.2%) felt this training would be harmful; 44.9% felt their child might be held responsible if something went wrong, and 28.4% reported it might be too scary for their child. In adjusted models, guardians with prior trauma were more likely to want their child trained (odds ratio [OR] = 3.50, 95% confidence interval [CI] 1.11-15.50), and identify STB as important to them (OR = 4.07, 95% CI 1.66-12.26). Conclusion: Our results support STB training in high schools, and guardians with a trauma history may be more likely to want their child trained. Further work to understand the perceived potential harm, and work to design trauma-informed first-response trainings is warranted.

The main objective of the present review is to evaluate the knowledge and attitudes of physical education (PE) teachers concerning dental trauma first-aid through a systematic appraisal of the literature, meta-analysis and meta-regressions. The entire content of PubMed and ISI/Web of Science was mined. Eligibility criteria for selecting studies were studies evaluating dental trauma first-aid knowledge and/or attitudes and/or the effectiveness of mouthguards use by PE teachers. Articles written in any language and published or accepted by peer-reviewed journals were considered. Methodological quality was assessed using an adapted version of the Downs and Black instrument. Of 15 selected articles, three were of strong quality, three were moderate, and the remaining nine were rated as weak. The majority of studies showed that PE teachers had an inadequate knowledge of the initial management of dental trauma. Specifically, there was a lack of knowledge concerning an appropriate washing and transporting medium and the extra-alveolar period of an avulsed tooth. Due to the inadequate knowledge of PE teachers regarding dental trauma management, specific education should be added to PE classes to improve the emergency treatment of dental injuries.

The article presents comparative analysis of modular training as a teaching tool against traditional methods and techniques in educational institutions, particularly in higher education. Being one of the forms of interactive learning, modular training ensures efficient intermutual development of all members of educational process. It increases active learning and improves critical thinking, as well as problem solving skills. Based on several years of experimental research this article gives recommendations on modular training for improving knowledge in emergency first aid treatment for students of various educational institutions. It also briefly describes the algorithm of introducing elements of modular training for implementation of Health and Safety course.

Although high school coaches are encouraged to obtain certifications in cardiopulmonary resuscitation (CPR), automated external defibrillators (AED), and first aid (FA), there is no national and few state mandates for coaches to maintain adequate knowledge regarding emergency care for youth athletes. As youth participation in organized events continues to grow, the incidence of injury and sudden death has subsequently increased. The purpose of this study was to investigate high school coaches' knowledge of basic FA, CPR, and AED. Coaches (N= 89, 21.3% females, 78.2% males) at a high school coaches' association state conference completed a demographics questionnaire and 20-question, multiple-choice survey about emergency medical care. Although 87.6% of coaches who participated were FA certified and 91% were CPR certified, results of the survey indicated a lack of knowledge of basic skill-related questions in the topics of youth CPR and AED. Based on the results of the current study, coaches did not retain adequate knowledge to act competently in the event of an emergency of cardiac origin. National standards for specific emergency care education and recertification should be implemented for all high school coaches (paid or volunteer); standards that would require coaches to stay current on emergency medical interventions.

Despite the fact that crisis management is essential for school's smooth operation and crises occur at schools and education institutions around the world, Greek school is characterized by limited readiness to manage its potential crises. This study investigates the attitudes and perceptions of teachers concerning crisis events in school units bearing in mind that such events occur in a unique context in every school and every situation. The study's findings are based on data collected through an empirical, qualitative research. The results show that that school premises in Greece are not considered safe sites not only due to students' aggressive behaviour but also to the feebly support provided by the Ministry of Education and the Local Authorities as well as teachers' feelings of inadequacy and inappropriateness. Since the problem of school safety is proved to be multifaceted, it requires collectivity and a dedication to strong collaboration in order to be solved.

To implement a teacher-led basic life education program in schools. Design thinking methodology was used to develop a comprehensive program to make teachers competent and confident in the delivery of Basic Life Support (BLS), and then to independently implement teaching programs in their school's community. Specific teaching material and training manikins were provided by the "ABC Save Lives association." Training was open to all but focused on physical education teachers at all schools in the region. Between 2011 and 2019, 1,726 teachers from 208 schools [35% preschool-primary, 28% secondary, 28% private schools partly funded by public funds; 9% vocational] participated in the program. Sixty percent (619) were physical education teachers, who trained 59465 students. All schools have progressively been supplied with at least five BLS manikins each. In 2014, the regional government of Navarra approved mandatory BLS education in physical education in primary and secondary schools. With adequate education and proper support, physical education teachers can independently implement a Basic Life Support program in their schools aiming to increase bystander cardio-pulmonary resuscitation competencies. Furthermore, the Basic Life Support education increases students' confidence of social responsibilities and awareness of cardiac arrest as a public health problem.

Context: Emergency and immediate care skills are often difficult to practice in real time during clinical education. One immediate care skill requiring advanced training that may not be implemented during clinical education is wound closure via suturing. Simple laceration management with sutures can be advantageous skill for athletic training students to learn and practice; however, deliberate practice with feedback in a realistic manner is necessitated. Objective: To describe the use of hybrid simulation to practice suturing in professional and postprofessional athletic training programs. Background: The practice of immediate and emergency skills is predominately classroom based and removes the patient experience. Simulation-based learning has provided athletic training educators an opportunity for skill practice with patient simulators and standardized patients to fill the gap. Description: The hybrid simulation incorporates the use of a standardized live patient actor with an attached part-task-- training simulated arm for suturing in a safe and realistic manner. Clinical Advantage(s): Incorporating a hybrid simulation encounter for practice of suturing skills requires multitasking and delivery of patient-centered care and promotes proper skill execution while receiving questions and direct feedback from the standardized patient. Conclusion(s): Suturing should be taught and assessed in a tiered format using part-task trainers such as pig skin and artificial skin pads. After skill development, a hybrid simulation as a summative assessment allows for the educator to evaluate the learners' interpersonal communication and technical skills in a safe manner.

The main aim of this report is to describe the healthcare staff's perceptions and difficulties encountered in the relationship with foreign children and their families, collecting their personal judgment on their intercultural skills, on the necessity of training courses and their opinion related to the possible aid given by a linguistic and cultural mediator (LCM). We have carried out a survey in the paediatric health services of the Azienda Socio Sanitaria Territoriale (ASST) Lariana located in Como, through the provision of a questionnaire addressed to the healthcare staff. The questions presented in the survey relate to the relationship between the healthcare staff and the foreign patients, highlighting issues connected to linguistic and cultural factors in the use of the health services. The health professionals state that assistance to the minor and the foreign family is more complex (41.27%), more stressful (36.5%), more time-consuming (44.4%) but also more motivating (65.07%) than the assistance to native users. Referring to the figure of the LCM, 47 (74.6%) health workers believed it would be useful to integrate the role into the operational units. Through the analysis of data, the results obtained provide a picture of the challenges encountered between foreign citizens and medical staff, who admit a lack of intercultural skills. It is desirable to introduce the figure of a linguistic and cultural mediator, who could help both in terms of better management of the diagnostic and assistance path and in terms of staff satisfaction.