We use cookies to ensure that we give you the best experience on our website Learn more

My documents

Sep 18, 2017

Resuscitation 2017

A 7-item questionnaire for theoretical knowledge of basic life support (BLS): proposal and validation.

;

D'Agrosa P.;

D'Antuono AJ.;

Pasquariello S.;

Spagnoletti G.

Abstract

Abstract

thumbnail

Keywords

Abstract

A 7-item questionnaire for theoretical knowledge of basic life support (BLS): proposal and validation. Purpose of the study: Effective abilities in BLS require good theoretical bases. This study aims to create a short and quick questionnaire for notional knowledge of BLS and to validate it in BLS courses. Materials and methods: A multiple choice 7-item test was developed according to 2015 guidelines: airways (items 1,3), breathing (4), circulation (5), defibrillation (6,7); item 2 was about the chain of survival. Questions were thought to be different in difficulty. Sixty BLS courses were held and 150 laypersons (LPs) and 226 student nurses (SNs) were asked to complete the developed questionnaire before and after theoretical lessons. Results: Participants filled the form in few minutes (median: 3, range: 2-6). Among LPs, median pre-test and post-test scores were 4 (range: 0-7) and 7 (range: 3-7). Among SNs, they were 6 (range: 1-7) and 7 (range: 6-7), respectively. The 7 matched items of pre-test reached dissimilar proportion of correct answers in LPs and SNs (Cochran’s Q tests, P<.001). Pairwise comparison by McNemar’s tests showed that items 2 and 7 are best-known, followed by items 1, 3 and 5, while items 4 and 6 result the most difficult. Also differences among post-test items resulted very significant (P<.001). Post-hoc analysis showed that in LPs items 4 (P=.02) and 6 (P=.01) were dissimilar from the others; in SNs only item 6 was different (P=0.02). Overall, differences exist between pre-test and post-test scores (Wilcoxon signed rank tests, P<0.001). Conclusions: BLS courses significantly increase theoretical knowledge, both in LPs and SNs. The newly developed questionnaire reveals to be quick and easy to use for people of all experience level. It is also effective in determining the acquisition of BLS concepts. Item 2 identifies uninterested participants. Instructors should pay attention when explaining breath control (item 4), especially to LPs. Item 6 gives the quality of teaching.

Discover over 20,000 new abstracts, posters and presentations from leading academic conferences every month. Stay on top of the latest findings, methodologies and discussions happening in your research field around the world.

Company

Legal

Follow us

© Copyright 2019 Morressier GmbH. All rights reserved.

© Copyright 2019 Morressier GmbH.
All rights reserved.