Kenan GÜMÜŞ, Seval KELOĞLAN, Nurhan DOĞAN, Aslı YILMAZ, Gamze FIŞKIN, Merve YURTTAŞ

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

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.

Anahtar Kelimeler:

temel yaşam desteği, bilgi düzeyi

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

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,

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