European first aid guidelines

Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare

This article aimed to analyze, through a qualitative study (i.e., semi-structured interview), the opinions and knowledge of fourth-year future teachers at a Spanish public university (University of Granada) regarding training and the need for first aid (FA) at school. With a sample of 70 subjects in their last year of training, our conclusion is that although they are aware of the importance of first aid for their professional development, there is no such training in their careers, and thus they have great difficulty understanding how to react to emergency situations on the job.

Analysis of compliance of the criteria recommended by the European resucitation council in first aid books published in Spanish

AIMS

Analyse the compliance of criteria recommended by the European Resuscitation Council (ERC) in the layperson First Aid (FA) and Cardiopulmonary resuscitation (CPR) books published in Spanish.

METHODS

A review of FA literature published in Spain, carried out through a systematic literature search procedure. We drew up a checklist with clarifications, based on different responses to twenty categories published in November 2015 by the ERC. The validity of the questions was analysed using the Fleiss' Kappa measure of inter-rater reliability, with a value >0.7 being deemed valid and questions displaying the lowest level of agreement being excluded.

RESULTS

Eight texts obtained from the limited search of materials published between 2016-2020 in the ISBN 13 database were analysed. Evaluation of eight texts ranging from 47 to 328 pages in length showed that only three included the upgraded 2015 CPR recommendations. Twenty categories/items were analysed, after exclusion of categories/items that displayed a low consistency. None of the handbooks was in total compliance with the new CPR recommendations, and only one included 70% of the recommendations. Seven categories were included in more than 50% of the texts, and nine categories were not included in any of them.

CONCLUSIONS

There is a gap between the 2015 CPR recommendations and those published in Spanish FA handbooks. The ERC Guidelines should serve to standardise FA and CPR training materials. Systematic analysis of compliance with scientific societies' recommendations for FA handbooks enables detection of guidelines and patterns that need to be updated and adapted.

Preparedness for peer first response to mining emergencies resulting in injuries: a cross-sectional study

OBJECTIVE

Identify factors of preparedness for peer first response to underground mining emergencies with injured victims.

DESIGN

Cross-sectional questionnaire study of Swedish underground mineworkers.

SETTING

Seven out of nine Swedish underground mines.

PARTICIPANTS

A total of 741 mineworkers out of 1022 (73%) participated in this study.

INTERVENTIONS

None.

OUTCOME MEASURES

Level of preparedness for emergencies with injuries in underground mines.

RESULTS

Three factors influenced the preparedness of mineworkers for a peer first response: (1) familiarity with rescue procedures during emergencies with injuries; (2) risk perception of emergencies with injuries and (3) experience of using self-protective and first aid equipment. Mineworkers who believed that they knew how to handle emergencies with injuries (OR 1.30, 95% CI 1.22 to 1.38) and those who were trained in the use of self-protective and first aid equipment (OR 1.19, 95% CI 1.07 to 1.32) considered themselves to be better prepared for a peer first response than those who were unfamiliar with the rescue procedures or who had not used self-protective and first aid equipment. However, mineworkers who rated the risk for emergencies with injuries as high considered themselves to be less prepared than those who rated the risk as low (OR 0.95, 95% CI 0.91 to 0.98).

CONCLUSION

This study identified three factors that were important for the peer-support preparedness of underground mineworkers. More research is needed to adapt and contextualise first aid courses to the needs of underground peer responders.

"European Resuscitation Council 2015 burn 1st Aid recommendations-concerns and issues for first responders"

As the lead author of a recently published systematic review on hydrogel burn dressings in pre-hospital, I was alarmed to read the claim by the authors to the effect no one method of burn wound cooling was superior to any other; "There is no evidence to recommend a specific temperature or method of cooling". The reputation and prominence of the ERC within the circle of resuscitation councils now delving into 1st Aid recommendations leads to the conclusion that misguided recommendations may cause confusion amongst first responders, may falsely misdirect 1st Aid providers to unsupported practices or alternatively create a window of opportunity for marketers or sellers of alternative burn 1st Aid technologies to make unsupported claims in respect of comparable efficacy of their own product versus "traditional" methods.

Health effects of training laypeople to deliver emergency care in underserviced populations: a systematic review protocol

INTRODUCTION

The Disease Control Priorities Project recommends emergency care training for laypersons in low-resource settings, but evidence for these interventions has not yet been systematically reviewed. This review will identify the individual and community health effects of educating laypeople to deliver prehospital emergency care interventions in low-resource settings.

METHODS AND ANALYSIS

This systematic review addresses the following question: in underserviced populations and low-resource settings (P), does first aid or emergency care training or education for laypeople (I) confer any individual or community health benefit for emergency health conditions (O), in comparison with no training or other forms of education (C)? We restrict this review to studies reporting quantitatively measurable outcomes, and search 12 electronic bibliographic databases and grey literature sources. A team of expert content and methodology reviewers will conduct title and abstract screening and full-text review, using a custom-built online platform. Two investigators will independently extract methodological variables and outcomes related to patient-level morbidity and mortality and community-level effects on resilience or emergency care capacity. Two investigators will independently assess external validity, selection bias, performance bias, measurement bias, attrition bias and confounding. We will summarise the findings using a narrative approach to highlight similarities and differences between the gathered studies.

ETHICS AND DISSEMINATION

Formal ethical approval is not required.

RESULTS

The results will be disseminated through a peer-reviewed publication and knowledge translation strategy.

REVIEW REGISTRATION NUMBER

CRD42014009685.

Engaging Active Bystanders in Mass Casualty Events and Other Life-Threatening Emergencies: A Pilot Training Course Demonstration

Emerging research indicates the critical role members of the public can play in saving lives and reducing morbidity at the scene in the immediate aftermath of a disaster. It is anticipated that with training, more members of the public will be ready and able to assist should they be present at mass casualty events or other circumstances in which there are serious injuries or potential loss of life. This article describes a training course developed by multiple federal and nonfederal partners aimed at preparing the public to become "active bystanders" followed by a pilot demonstration project conducted by Medical Reserve Corps Units. The outcomes of the project indicated that the training was comprehensive and appropriate for members of the public with little or no first aid knowledge. National availability of the "Becoming an Active Bystander" training course is currently being planned.

Response to: Practice of first aid in burn related injuries in a developing country

Traditional remedies for burns first aid are rarely compliant with current best practice. Greater Manchester is one of the most ethnically diverse regions in the UK. Our burns centre has noted the prevalent use of traditional remedies over recognised first aid prior to presentation. We review traditional burns remedies and highlight the importance of burns first aid education that is accessible to migrant communities.

The efficacy of hydrogel dressings as a first aid measure for burn wound management in the pre-hospital setting: a systematic review of the literature

The aim of this systematic review was to determine the supporting evidence for the clinical use of hydrogel dressings as a first aid measure for burn wound management in the pre-hospital setting. Two authors searched three databases (Ovid Medline, Ovid Embase and The Cochrane Library) for relevant English language articles published through September 2014. Reference lists, conference proceedings and non-indexed academic journals were manually searched. A separate search was conducted using the Internet search engine Google to source additional studies from burns advisory agencies, first aid bodies, military institutions, manufacturer and paramedic websites. Two authors independently assessed study eligibility and relevance of non-traditional data forms for inclusion. Studies were independently assessed and included if Hydrogel-based burn dressings (HBD) were examined in first aid practices in the pre-hospital setting. A total of 129 studies were considered for inclusion, of which no pre-hospital studies were identified. The review highlights that current use of HBD in the pre-hospital setting appears to be driven by sources of information that do not reflect the paramedic environment. We recommend researchers in the pre-hospital settings undertake clinical trials in this field. More so, the review supports the need for expert consensus to identify key demographic, clinical and injury outcomes for clinicians and researchers undertaking further research into the use of dressings as a first aid measure.

Game-based learning as a vehicle to teach first aid content: a randomized experiment

BACKGROUND

Knowledge of first aid (FA), which constitutes lifesaving treatments for injuries or illnesses, is important for every individual. In this study, we have set up a group-randomized controlled trial to assess the effectiveness of a board game for learning FA.

METHODS

Four class groups (120 students) were randomly assigned to 2 conditions, a board game or a traditional lecture method (control condition). The effect of the learning environment on students' achievement was examined through a paper-and-pencil test of FA knowledge. Two months after the intervention, the participants took a retention test and completed a questionnaire assessing enjoyment, interest, and motivation.

RESULTS

An analysis of pre- and post-test knowledge scores showed that both conditions produced significant increases in knowledge. The lecture was significantly more effective in increasing knowledge, as compared to the board game. Participants indicated that they liked the game condition more than their fellow participants in the traditional lecture condition.

CONCLUSION

These results suggest that traditional lectures are more effective in increasing student knowledge, whereas educational games are more effective for student enjoyment. From this case study we recommend alteration or a combination of these teaching methods to make learning both effective and enjoyable.

Effects of first aid training in the kindergarten--a pilot study

Objective

Children can be the only persons present in an emergency situation. Aim of the study was to evaluate the effects of a first aid course for 4-5-year-old kindergarten children given by a first aid instructor and kindergarten teachers.

Methods

A mixed methods approach using both quantitative and qualitative methods was used to investigate the effects of teaching first aid in the kindergarten in the present study. 10 kindergarten children at the age of 4-5 years were included in a pilot-study, 5 girls and 5 boys. Three of them were four years and seven were five years old. Two months after completion of the first aid course children were tested in a scenario where the children had to provide first aid to an unconscious victim after a cycle accident. The next seven months the children were followed by participant observation.

Results

The findings suggest that 4-5-year-old children are able to learn and apply basic first aid. Tested two months after course completion 70% of the children assessed consciousness correctly and knew the correct emergency telephone number; 60% showed correct assessment of breathing and 40% of the participants accomplished the other tasks (giving correct emergency call information, knowledge of correct recovery position, correct airway management) correctly. Many of the children showed their capabilities to do so in a first aid scenario although some participants showed fear of failure in the test scenario. In an informal group testing most of these children could perform first aid measures, too. Teaching first aid also lead to more active helping behaviour and increased empathy in the children.

Conclusion

Kindergarten children aged 4-5 years can learn basic fist aid. First aid training should start in the kindergarten.

Benefits and shortcomings of mandatory first aid and basic life support courses for learner drivers

AIM

Annually, more than 127,000 people are killed and at least 2.4 million people injured in road accidents in Europe. Consequently, in half of all countries in the European Union a first aid and basic life support course has become mandatory for learner drivers. The aim of this study was to evaluate the effect of this course on participants' knowledge and self-assessed first aid and basic life support skills.

METHODS

Participants were given a questionnaire before and after course.

RESULTS

In total, 115 participants (response rate 98%) were included in the study. Mean age was 20 years (46% female and 54% male). Out of 12 questions, the average number of correct answers increased from 5.6 before the course to 8.7 after the course (p < 0.001). Upon completion of the course, 95% or more of the participants knew how to prioritise treatment of several casualties, knew how to relieve a foreign body airway obstruction, and knew the recommended compression-ventilation ratio during CPR (p < 0.001 for all). Despite significant improvements after the course only 64% knew how to diagnose cardiac arrest, 44% knew when to activate an automatic external defibrillator and 23% were aware of when to activate the emergency medical services. Participants significantly increased their self-confidence in own skills after the course (p < 0.001).

CONCLUSION

A mandatory course for learner drivers significantly improves participants' knowledge and their self-assessed skills in first aid and basic life support. However, improvements of the course should be considered on a number of key topics.

Primary school children are able to perform basic life-saving first aid measures

INTRODUCTION

First aid measures can be life-saving. Starting first aid education early may strengthen interest, motivation and ability to provide first aid.

OBJECTIVE

To determine if a first aid teaching program including 5 lessons (45 min each) of theoretical and practical training for 6-7-year-old children can influence their performance in a first aid scenario.

METHODS

228 primary school children at the age of 6-7 years were included in the study, 102 girls and 126 boys. One child was 5 years old. 117 children were taught basic first aid measures and 111 without training served as control group. In the test scenario the children had to provide first aid to an unconscious victim after a cycle accident. The course participants were retested after 6 months.

RESULTS

Statistically significant differences between course participants compared to those without training could be shown for all tested subjects, including correct assessment of consciousness (p<0.001), correct assessment of breathing (p<0.001), knowledge of the correct emergency telephone number (p<0.001), giving correct emergency call information (p<0.001), knowledge of correct recovery position (p<0.001), correct airway management (p<0.001). Retesting after 6 months showed statistically significant differences for 5 of 6 tested items.

CONCLUSION

6-7-Year-old children can give basic first aid to an unconscious patient. A course with 5 lessons leads to a significant increase in first aid knowledge and skills. Knowledge retention is good after 6 months. All primary school children should receive first aid training starting in first grade.

[The layperson in emergency situation]

The layperson's qualification to provide early care in emergency situations and basic life support (BLS) is fundamental to save lives and prevent sequels. The objective was to identify the level of knowledge of lay people about approaching an emergency victim. Structured interviews in non-technical language were used with a 385-subject sample, average age 35.4 (+/- 14.55) years, with more than 50% having a high school or university education. Over 55% of these observed situations with loss of consciousness, but only 31% called for specialized help. 34% underwent a first-aid course, but only 13% feel prepared. The most often cited place of learning was the driving school (DS), 35.9%. Other training places were higher when compared to the DS (p = 0.048). Almost 17% do not know how to recognize the presence of vital signs. Almost 31% do not know the telephone number of the emergency service. Laypersons have incomplete or incorrect knowledge about care for unconscious victims.