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

Öğretmenler güncel temel yaşam desteğini biliyor mu? Amasya’da bir alan araştırması

Amaç: Bu çalışma ile Amasya ilinde görev yapan öğretmenlerin güncel Temel Yaşam Desteği (TYD) uygulamaları hakkındaki bilgi düzeylerini belirlemek amaçlanmıştır. Gereç ve yöntem: Örneklemi Amasya ilinde bulunan 1365 öğretmen oluşturdu. Veriler öğretmenlerin demografik bilgilerini, TYD'ye yönelik tutumlarını ve güncel TYD uygulama bilgilerini sorgulayan 35 soruluk form kullanılarak toplandı. Bulgular: Öğretmenlerin TYD anketinde ortalama puanı 7,93±2,16 idi. TYD bilgi düzeyleri cinsiyet, yaş, eğitim düzeyi veya en son TYD eğitiminden bu yana geçen yıl sayısı ile ilişkili değildir (p>0,05). Acil çağrı merkezi numaralarını bilen (%98,4), solunumu değerlendirebilen (%80,6), hava yolu açıklığını sağlayabilen (%66,9), TYD'ye başlama kriterlerini bilen (%90,6) öğretmenlerin oranları yüksektir. TYD'de ilk değerlendirme işlem basamaklarını (%4,5) ve harcanması gereken maksimum süreyi (%23,7), kompresyon 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 otomatik eksternal defibrilatör (OED) kullanımını bilme oranlarının (%24,2) düşüktür. Sonuç: Amasya ilinde görev yapan öğretmenlerin TYD konusunda genel bilgiye sahip oldukları (solunumu değerlendirebilme, TYD başlama kriterlerini bilme vb) fakat uygulamanın detayları (ilk değerlendirme işlem basamakları, kurtarıcı soluk verme süresini bilme) hakkında yeterince güncel bilgiye sahip olmadıkları görülmüştür

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

Purpose: This study was aimed to determine teachers’ knowledge levels about up to date Basic Life Support (BLS) in Amasya. Materials and methods: 1,365 teachers in the province of Amasya 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. Results: 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: It has been observed that the teachers working in Amasya province have general knowledge about BLS (being able to evaluate breathing, knowing the starting criteria for BLS) but they do not have enough information about the details of the up to date BLS practices (the first BLS assessment process, knowing time for life-saving exhalation).

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