INTRODUCTION:

Basic life support is ensuring an open airway and supporting circulation without any equipment in cases of cardiac or respiratory arrest until providing advanced life support.¹ According to AHA (2019) one to two Lakh lives could be saved every year if CPR is performed immediately after cardiac arrest, 4% - 16% patients who immediately received CPR were eventually discharged from the hospital.^{2, 3}

“The Global Hearts Initiative is fair, as it aims to extend measures that have produced such dramatic results in wealthy populations to people living in countries with limited resources or in low-income groups,” says Dr. Chan.⁴

Basic Life Support training is a requirement in many sectors to keep individuals up to date with knowledge and practice.⁵ In India 2016, Heart disease contributed 17·8% of total deaths and stroke contributed 7·1% of total deaths.⁶

Training programme will give confidence to people to act quickly when it is necessary; it can also eliminate or greatly reduce the amount of hesitation that a person may feel because person will have had BLS training to take right action required to save a life.

Thus the investigators felt that there is a need to conduct a study to assess the effectiveness of training programme on knowledge and practice on Basic life support among the high school students.

OBJECTIVES:

1. To assess the knowledge and practice of high school students regarding Basic life support.

2. To determine the effectiveness of Basic life support training program on knowledge and practice of high school students.

3. To find association between the knowledge and practice of the high school students regarding Basic life support with their selected socio demographic variables.

HYPOTHESIS:

H₁: There will be a significant difference between the pre-test and post-test knowledge and practice scores of high school students regarding BLS.

H₂: There will be significant association between the pre-test knowledge and practice score of high school students with their selected socio-demographic variables.

CONCEPTUAL FRAMEWORK:

Conceptualization of this study is based on “General System Theory”. A system refers to the group of elements that interplay with each other in order to reach a goal.

In this theory there are three components- these are input, process and output. These systems use the input in a process that is referred to as process and the substances, force and knowledge released into the environment is called output.

In this study:

Input: Identifies knowledge of the high school students such as age, gender, previous knowledge about Basic Life Support and has experience of helping in health emergency.

Process: refers to the administration of training programme on basic life support.

· Pre-test will be taken from the samples.

· Administration of training programme on basic life support.

· Post-test will be done after 7^th days.

Output: refers to the result knowledge and practice about basic life support

Variables:

Independent variable: Basic training support training program.

Dependent variable: Knowledge and practice of high school students.

RESEARCH METHODOLOGY:

A quantitative research approach was adopted to assess the awareness and practice of basic life support

Research design: Pre-experimental, one group pre-test post-test research design.

O₁-----------X----------O₂

Setting: the study was conducted in selected school of Haldwani.

Sample size: sample size comprised of 100 high school students

Sampling technique: convenient sampling technique was used for selecting the sample in the study.

Tools and technique of data collection:

Structured questionnaires used for collecting the data from the study subject. It consists of three sections.

Section A: Demographic Performa such as age, gender, previous knowledge about BLS and has experience of helping in health emergency.

Section B: Structured questionnaires to assess the knowledge of high school students regarding Basic Life Support.

Section C: Observation checklist was developed with intention to assess the practice regarding Basic Life Support training program of high school students.

Analysis: The data was analyzed according to objectives of study organization of data.

Section I: Description of sample according to Demographic characteristics

This section deals with the analysis of the demographic data of selected variables such as age, gender, previous knowledge about Basic Life Support and has experience of helping in health emergency.

70% of students were in the age group of 15-17 years and 30% of students were between 12-14 years of age. Majority of students 59% were males and 41 were females. Most of the samples not having knowledge about Basic life support (83%) and only 17% of students were having knowledge. Majority of students (78%) were not having experience of helping in health emergency whereas 22% of students were having experience of helping in health emergency.

Table No. 1: Distribution of sample according to Socio-demographic characteristics N=100

Sl. No.

Demographic charactristics

Frequency (f)

Percentage %

Age in years

a. 12-14years

b. 15-17years

Gender

a. Male

b. Female

Previous knowledge about Basic Life Support

a. Yes

b. No

Have experience of helping in health emergency

a. Yes

b. No

Section II: Analysis of data related to knowledge scores of students before and after training programme on Basic Life Support.

This section deal with the assessment of knowledge regarding Basic life support among high school students. It deals with the comparison of mean scores between pre-test and post-test based on correct answer to the structured questionnaires.

Fig. 1 describes the findings related to knowledge score of students and effect of training programme regarding Basic Life support. It can be concluded the training programme regarding basic life support is provided to be effective.

Fig 1: Distribution of respondents as per knowledge level regarding Basic Life support n=100

Fig. 2: Distribution of respondents as per practice level regarding Basic Life support n=100

Section III: Analysis of data related to practice score of students before and after training programme on Basic Life Support.

Table No. 2: Effectiveness of BLS training program on knowledge of high school students. n=100

Knowledge Score

Mean

Mean %

Enhanc-ement

Enhanc-ement %

‘p’ value

‘t’ value

Inference

Pre- test

12.1

60.5

3.31

5.8

0.00

15.99

Post-test

17.8

63.5

3.6

*Significant at 0.05 level.

Table No. 3: Effectiveness of BLS training program on practice of high school student’s n=100

Practice Score

Mean

Mean %

Enhanc-ement

Enhanc-ement %

‘p’ value

‘t’ value

Inference

Pre- test

5.9

1.48

10.6

12.7

0.00

32.76

Post-test

16.5

71.7

2.6

*Significant at 0.05 level.

Table No. 4: Association between knowledge and demographic variables. n=100

Sl. No.

Variables

Knowledge score

_df

Chi-square

Inference

Median and its below (12)

Above median (12)

Total

Age in years

12 - 14

15 – 17

df= 1

0.33

Gender

Male

Female

df= 1

0.24

Knowledge about BLS

Yes

df= 1

1.20

Have experience of helping in health emergency

Yes

df=1

0.94

*Significant at 0.05 level. S=Significant and NS=Not Significant.

Table No. 5: Association between the practice and demographic variables. n=100

Sl.No.

Variables

Pre-test practice score

Chi-square χ²

Inference

Median and its below (6)

Above median (6)

Total

Age in years

12 - 14

15 – 17

df= 1

1.30

Gender

Male

Female

df= 1

0.49

Knowledge about BLS

Yes

df= 1

1.30

Have experience of helping in health emergency

Yes

df= 1

0.02

*Significant at 0.05 level. S=Significant and NS=Not Significant.

According to the calculated P value and Pearson chi square test value there is no association between demographical variables like age, gender, previous knowledge and experienced in helping in emergency.

DISCUSSIONS:

Section 1: Findings related to demographic data:

Section 2: knowledge and practice scores regarding basic life support:

The study revealed that in pre-test knowledge level majority 51% (51) students were in poor knowledge and remaining 49% (49) students were in average knowledge. Practice scores majority 99% (99) students were in poor knowledge regarding Basic life support practice and only 1% (1) student was in average knowledge regarding. A study conducted by Chaudhary, Parikh (2011) to identify Knowledge of Basic Cardiac Life Support among Nursing Students.

The result revealed that 62 participants only 3.2% (n=2) participants get high scores in pretest the rest of participant 93.5% (n=58) has moderate knowledge level and 3.2% (n=2) had low knowledge level. Post-test assessment was done with the same question paper showed 96.8% (n=60) secured high score and remaining 3.2% (n=2) passed with moderate score. Mean difference was -9.4 and P value 0.000 showed the workshop highly effective and improved knowledge level in posttest.

Section 3: Findings related to the analysis of data on comparison between knowledge and practice scores of students pre-test and post-test training programme.

The researcher applied t-test to compare difference between average scoring of pre-test and post-test training programme.

Since P value is less than 0.05(p value=0.000) difference in average scores is statistically significant. The above data gives sufficient evidence to conclude that students after receiving training programme regarding Basic life support had higher mean knowledge and practice scores in post-test than in pre-test. Mean knowledge and practice score about basic life support obtained from students in post- test was 17.8 and 16.5 whereas in pre-test was 12.1 and 5.9. There was statistically highly significant increase in post-test score. Parashar Anil. (2010) conducted a quasi-experimental study to assess the effectiveness of planned teaching program on knowledge and practice of Basic Life Support among high school students in Mangalore. The result revealed that majority 87.5% of the students had inadequate knowledge and 100% had poor practice.

Section 4: Findings related to analysis of data to find association between knowledge and practice score with demographic variables.

There was no significant association seen between the knowledge and practice scores and age, gender, previous knowledge and experienced in helping during emergency. Based on the objectives the investigator tried to evaluate the knowledge and practice regarding basic life support of 100 samples and find out the effectiveness of training programme. A study conducted by Rashmi Goswami, Kanika and Sembian N (2015) where the Post-test knowledge score was more than pre-test knowledge score. Pre-test Mean-9.12, Median-9 SD-1.97 and post-test mean – 13.4, Median-13 SD-2.89. ”t” value was 13.9 which was greater than the tabulated value at (p=0.001) level of significance and which highly significant. There was no significant association between the knowledge of student with age, gender and previous knowledge regarding Basic Life Support, as the Chi square value 0.46, 0.94 and 0.05 which was less than the tabulated value.

RECOMMENDATIONS:

A similar study can be implicated on a small sample of high school students.

The study can be replicated in different settings.

A Comparative study can be conducted among professional and non-professional course.

A similar study can be conducted using different teaching methods like video, computer assisted method etc.

A study can be conducted to assess the current knowledge, practice and attitude of nursing staffs on management of cardio pulmonary resuscitation.

REFERENCES:

1. Ashish R. Bhat, Netizen. Ambivert Clayburn, Griffin, Living. How important is a human life Quora [Internet]July 2015 [Cited March 2018] Available from: https://www.quora.com/How-important-is-a-human-life

2. American CPR Training. CPR facts. California: Encinitas; 2019. Available from: https://americancpr.com/cprfacts.html.

3. American Heart Association. Get trained to save life. Inscol [Internet] [Cited March 2018]; Available from: http:// www.inscol.com/india/training-prep-courses/aha-workshops.

4. Zheng ZJ, Croft JB, Giles WH, Mensah GA. Sudden cardiac death in the United States, 1989 to 1998. Circulation. [Internet] 30 Oct 2001 [Cited March 2018]; 104(18):2158-63. Available from: https://www.ncbi.nlm.nih.gov/pubmed/11684624

5. World Health Organization. Cardiovascular Disease, World heart day 2017. WHO [Internet] 2017 [Cited March 2018]. Available from: http://www.who.int/cardiovascular_diseases/world-heart-day-2017/en/

6. SwagataYadavar. Heart Disease Kills 1.7 Million Indians, Continues to be Top Killer in 2016.Indiaspend[Internet]15 sep 2017[Cited March 2018]; Available from: http:// www.indiaspend.com/indias-great-challenge-health-sanitation/ heart-disease-kills-1-7-million-indians-continues-to-be-top-killer-in-2016

7. Chaudhary, Parikh. Study to identify Knowledge of Basic Cardiac Life Support among Nursing Student MisbahSabir Lahore School of Nursing University of Lahore Pakistan. [Internet]. Page no-733. [Cited on aug 2019]; Available from: http://www.ijsrp.org/ research-paper-0617/ijsrp-p6693.pdf

8. Parashar Anil K. Effective planned teaching programme on knowledge and practice of basic life support among students in Mangalore. Nursing Journal of India 2010. [Internet]. India: [cited 2018 march]. Available from: http://www.iosrjournals.org/iosr-jnhs/papers/vol5-issue5/Version-2/G0505023133.pdf.

9. Rashmi Goswami, Kanika and Sembian N. Effectiveness of Training Program on Knowledge and Practices Regarding Basic Life Support (BLS) Among Nursing Students. [Internet].2015. Page no-1046. [Cited on 12 may 2018]. Available from: https:// www.ncbi.nlm.nih.gov/pubmed/28850944.

Received on 29.09.2020 Modified on 13.11.2020

Int. J. of Advances in Nur. Management. 2021; 9(1):27-31.

DOI: 10.5958/2454-2652.2021.00008.1