Öğretmenler güncel temel yaşam desteğini biliyor mu? Amasya'da bir alan araştırması, Türkiye.

Year 2020, Volume: 13 Issue: 2, 331 - 339, 14.05.2020

Kenan Gümüş , Seval Keloğlan , Nurhan Doğan , Aslı Yılmaz , Gamze Fışkın , Merve Yurttaş

https://doi.org/10.31362/patd.662087

Abstract

Amaç: Bu çalışma ile XXXXX ilinde görev yapan öğretmenlerin
güncel Temel Yaşam Desteği (TYD) uygulamaları hakkındaki bilgi düzeylerini
belirlemek amaçlanmıştır.

Gereç ve yöntem: Örneklemi XXXXX ilinde bulunan 1365 öğretmen oluşturdu. Veriler
öğretmenlerin demografik bilgilerini, TYD'ye yönelik tutumlarını ve güncel (AHA
2015 klavuzuna göre) TYD uygulama bilgilerini sorgulayan 35 soruluk form
kullanılarak toplandı.

Bulgular: Mesleki
ders öğretmenlerinin (p=0,000) ve
temel yaşam desteği eğitimi almayan öğretmenlerin (p=0,000) ortalama puanları daha yüksekti. Ayrıca, resmi destekli
derslerden temel yaşam desteği eğitimi alan öğretmenler (p=0,003) ve 1-10 yıllık mesleki tecrübeye sahip olanlar (p=0,022) daha yüksek bilgi seviyesine
sahipti. Öğretmenlerin, solunumu değerlendirebilme (%80,6), hava yolu
açıklığını sağlayabilme (%66,9), TYD'ye başlama kriterlerini bilme oranları
(%90,6) yüksek bulundu. TYD'de ilk değerlendirme işlem basamaklarını (%4,5) ve
harcanması gereken maksimum süreyi (%23,7), kompresyon uygulama noktasını (%17,8),
kompresyon sayısı ve solunum desteği oranını (%33,3), kompresyon derinliğini
(%37,6), kurtarıcı soluk verme süresini (%8,0), bir dakikada uygulanması
gereken kompresyon sayısını (%15,6), sivil ilkyardımcılar için OED (otomatik
eksternal defibrilatör) kullanımını bilme oranlarının (%24,2) düşük olduğu
tespit edildi.

Sonuç: XXXXXXX
ilinde görev yapan öğretmenler BLS uygulamaları hakkında yeterince güncel
bilgiye sahip değildir.

Keywords

temel yaşam desteği, bilgi düzeyi

Supporting Institution

Amasya Üniversitesi

Project Number

SEB-BAP 17-0146

Do teachers know up-to-date basic life support? A field survey in Amasya, Turkey.

Abstract

Aim: It is important for teachers to have sufficient knowledge
about basic life support (BLS) to reduce mortality and morbidity rates in
life-threatening events at schools. This study aimed to determine teachers’
knowledge levels about BLS
in XXXXX .

Methods: 1,365 teachers in the city of XXXXX constituted its sample. Data
was collected using a
questionnaire with 35 questions about the teachers’ demographic information, attitudes towards
BLS and knowledge about up-to-date BLS practices (According to AHA 2015
guidelines). Their knowledge levels were evaluated on an 18-point scale.

Results: The data of 1.365 teachers who completely filled out the
questionnaire were analyzed. The teachers’ mean score on the BLS questionnaire
was 7.93±2.16. Their BLS knowledge levels were not associated with gender, age,
education level or the number of years since their most recent BLS training (p>0.05). The ratios of teachers who
knew emergency call numbers (98.4%), were able to evaluate respiration (80.6%),
had the ability to maintain airway patency (66.9%) and knew the starting
criteria for BLS (90.6%) were high. The ratio of teachers who knew the first
assessment of process steps (4.5%) and maximum time that should be spent
(23.7%), compression site (17.8%), the number of compressions and compression
to respiration ratios (33.3%), depth of compression (37.6%), time for
life-saving exhalation (8.0%), the number of compressions per minute (15.6%),
and for civilian first aiders, knew how to use an automatic external defibrillator
(AED) (24.2%) were low.

Conclusion: The teachers in XXXXX do not have sufficiently updated information about BLS
practices (the first BLS assessment and required time for BLS, BLS steps,
respiration period, compression site, depth and the number of compressions).

Keywords

basic life support, knowledge level

Project Number

SEB-BAP 17-0146

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