Understanding and Practices of Cardiopulmonary Resuscitation Among Teachers at Government Technical College, Enugu
Chapter One
Objectives of the Study
- To assess the level of knowledge about CPR among teachers of Government Technical College, Enugu.
- To evaluate the practical skills and application of CPR among teachers at Government Technical College, Enugu.
- To identify factors influencing the knowledge and practice of CPR among teachers at Government Technical College, Enugu.
CHAPTER TWO
LITERATURE REVIEW
Preamble
Chapter Two of this thesis delves into the literature surrounding Cardiopulmonary Resuscitation (CPR) knowledge and practices among teachers. The purpose of this chapter is to provide a comprehensive review of existing research to understand the current state of CPR training and its impact on educational settings. Reviewing literature on this topic is crucial for identifying gaps in knowledge and practice among educators, and for evaluating the effectiveness of different training methods. This chapter is structured into key sections, including a conceptual review, empirical studies, theoretical frameworks, and a summary that integrates findings and highlights the need for further research.2.2 Conceptual Review
Definition of Cardiopulmonary Resuscitation (CPR)
Cardiopulmonary Resuscitation (CPR) is a critical life-saving technique used in emergencies when someone’s breathing or heartbeat has stopped. The basic principles of CPR involve a combination of chest compressions and artificial ventilation to restore blood circulation and oxygen to vital organs. Chest compressions help maintain circulation by manually pumping blood through the heart, while artificial ventilation provides oxygen to the lungs (Hasselqvist-Ax et al., 2023). These actions are aimed at preserving brain function and increasing the chances of survival until advanced medical help can arrive.
Historically, CPR has evolved significantly since its inception. Early resuscitation methods were rudimentary and often ineffective, focusing primarily on manual methods of breathing support (Kleinman et al., 2023). The formalization of CPR as a standardized procedure began in the 1960s with the development of guidelines by medical professionals, which were further refined over subsequent decades. The establishment of the American Heart Association (AHA) and other organizations played a pivotal role in formalizing CPR techniques and establishing training programs (Miro et al., 2022). These organizations have since updated their guidelines periodically to reflect advances in medical research and technology.
The significance of CPR cannot be overstated. It is a crucial skill that enhances the chances of survival in cases of cardiac arrest, which can occur due to various reasons such as heart disease or trauma (Nishiyama et al., 2022). The widespread adoption of CPR training has been linked to improvements in survival rates and outcomes in emergencies. Effective CPR can bridge the gap between the onset of cardiac arrest and the arrival of emergency medical services, thus playing a vital role in emergency medical care (Plant & Taylor, 2023).
In summary, CPR encompasses essential principles of chest compressions and artificial ventilation designed to sustain life during critical emergencies. Its development from basic methods to a structured, evidence-based approach highlights its growing importance and effectiveness in saving lives. Understanding its historical evolution and current practices is vital for ensuring that individuals, including educators, are well-prepared to respond effectively in emergencies (Lee et al., 2022).
Importance of CPR Training in Educational Settings
Cardiopulmonary Resuscitation (CPR) training in educational settings is crucial due to the significant role that teachers play in emergency response. Teachers often act as first responders during health crises or accidents that occur on school premises. Their ability to perform CPR can make a critical difference in the outcomes of such emergencies, potentially saving lives before professional medical help arrives (Compton et al., 2023). Since teachers are frequently present in various school activities and events, having the knowledge and skills to administer CPR enhances their preparedness to handle sudden cardiac arrests or respiratory failures among students and staff.
The impact of CPR training on school safety is profound. Schools that implement comprehensive CPR training programs for their staff contribute to a safer learning environment by equipping teachers with life-saving skills. This training helps to ensure that immediate and effective action can be taken in emergencies, thereby reducing the risk of severe outcomes or fatalities (Al Enizi et al., 2022). Research indicates that schools with trained staff are better prepared to handle medical emergencies, which can also foster a sense of security among students and parents (Patsaki et al., 2022). Effective CPR training programs not only enhance individual readiness but also improve overall emergency preparedness within the school community.
In addition to immediate response benefits, CPR training in educational settings can have a broader positive impact. It promotes a culture of safety and health awareness, encouraging proactive measures and regular updates to emergency response protocols (Jimenez-Fabrega et al., 2019). By integrating CPR training into regular staff development, schools demonstrate a commitment to the well-being of their students and staff, which can lead to improved trust and satisfaction within the school environment (Chew et al., 2021). Overall, CPR training is a vital component of a comprehensive school safety plan, ensuring that educational institutions are equipped to handle emergencies effectively and enhance the overall safety and preparedness of the school community.
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The research design employed in this study was quantitative, specifically utilizing a survey research design. Quantitative research design focuses on quantifying variables and using statistical methods to test hypotheses and draw conclusions (Saunders, Lewis, & Thornhill, 2019). This approach was chosen because it allows for the systematic measurement and analysis of variables, providing a clear, objective means of assessing relationships and patterns.
The quantitative survey design was deemed appropriate due to its ability to capture a large amount of data from a sample representative of the population. This method facilitated the collection of data on attitudes, behaviours, and perceptions in a structured format, which is crucial for achieving the study’s objectives (Bell, 2022). The use of standardized instruments ensured that the data collected was consistent and comparable across respondents.
Target Population
The target population for this study comprised teachers employed at the Government Technical College, Enugu. The choice of this population was justified by their critical role in emergencies, including the need for CPR knowledge and skills. The study aimed to gather insights from a sample of 120 respondents, ensuring that the data reflected the perspectives of a broad cross-section of the teaching staff.
The population was selected to represent various departments within the college, encompassing a range of teaching disciplines and experience levels. This diversity was crucial for understanding the general state of CPR knowledge and practices among teachers across different subject areas.
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
Data Presentation
CHAPTER FIVE
DISCUSSION OF FINDINGS, SUMMARY, CONCLUSION AND RECOMMENDATIONS
Discussion of Finding
The findings from the study provide valuable insights into the CPR knowledge and skills of teachers at Government Technical College, Enugu, and highlight important implications for practice and policy.
Knowledge of CPR: The results showed that teachers had a high level of knowledge about Cardiopulmonary Resuscitation (CPR), with a mean score of 96.75. This indicates that the majority of teachers are well-informed about CPR procedures and the underlying principles. The high knowledge level is promising and suggests that educational interventions or initial training programs are effectively conveying critical CPR information. However, it also implies that continuous education and refresher courses are essential to maintaining and enhancing this knowledge, as CPR guidelines and best practices can evolve.
Proficiency in Performing CPR: The study found that teachers demonstrated a high level of proficiency in performing CPR, with a mean score of 86.00. This reflects well on the practical training provided and the teachers’ ability to apply CPR skills effectively. The implication here is that practical drills and hands-on practice are crucial in developing and maintaining proficiency. It suggests that the school’s training programs are successful but also underscores the need for periodic practice to ensure skills remain sharp, especially in emergency situations.
Factors Affecting CPR Knowledge and Practice: The study identified that factors such as frequency of CPR training, previous exposure to emergencies, and access to refresher courses significantly influenced CPR knowledge and practice. This underscores the importance of regular and diverse training opportunities. Institutions should ensure that CPR training is not a one-time event but a recurrent part of professional development. Additionally, addressing barriers to training access and incorporating real-life scenarios into training can further enhance the effectiveness of CPR education.
Implication of the Study to Nursing
The findings from this study have significant implications for nursing practice, particularly in enhancing the quality of care and improving outcomes in emergency situations. Here are the key implications:
Firstly, the high level of CPR knowledge and proficiency among teachers at Government Technical College, Enugu, highlights the importance of continuous training in maintaining critical life-saving skills. For nursing practice, this implies that regular and updated CPR training is essential for all healthcare professionals. Implementing routine training and refresher courses can help nurses stay current with the latest CPR guidelines and techniques, thereby enhancing their preparedness for emergency situations. This ongoing education can ultimately lead to better patient outcomes and improved survival rates in cardiac emergencies.
Secondly, the study underscores the value of hands-on practice in developing and retaining CPR skills. Nurses, who often find themselves in high-pressure environments, benefit greatly from practical experience. Incorporating simulation-based training and practice drills into nursing education and professional development programs can ensure that nurses are not only knowledgeable but also proficient in performing CPR. This approach can improve their confidence and efficiency during real-life emergencies, reducing the likelihood of errors and enhancing patient safety.
Additionally, the study’s findings on factors influencing CPR knowledge and practice—such as frequency of training and access to refresher courses—are directly applicable to nursing. Addressing these factors within nursing education and practice settings can help ensure that all nurses have the opportunity to refresh their skills and stay informed about best practices. This could involve increasing the availability of training sessions, incorporating real-life emergency scenarios into simulations, and providing resources for continuous learning.
Limitation of the Study
The study faced several limitations that could affect its findings. The reliance on self-reported data from teachers may introduce biases, as respondents might overestimate their knowledge and skills. The study’s location at Government Technical College, Enugu, limits generalizability to other educational settings or regions. Additionally, the cross-sectional design provides a snapshot rather than a comprehensive view over time, potentially missing variations in CPR knowledge and practice. Limited access to resources and variability in training frequency among teachers may also impact the accuracy of the findings. These constraints should be considered when interpreting the results and planning future research.
Summary
This study aimed to evaluate the knowledge, proficiency, and influencing factors related to Cardiopulmonary Resuscitation (CPR) among teachers at Government Technical College, Enugu. Chapter One established the research framework, including the background, objectives, and significance of assessing CPR skills among educators. It highlighted the critical need for effective CPR training to ensure that teachers are adequately prepared to handle emergencies.
Chapter Two reviewed the literature, examining existing research on CPR training and its impact on preparedness. It identified gaps in current practices and underscored the importance of targeted training programs. This review provided the foundation for the study, emphasizing the need for comprehensive CPR education.
Chapter Three detailed the methodology, including the research design, sample selection, and data collection techniques. A structured questionnaire was used to gather data from 120 teachers, focusing on their CPR knowledge, practical skills, and perceptions of training effectiveness. The use of SPSS 27 for quantitative analysis ensured robust data interpretation.
Chapter Four presented the results, showing that while a majority of teachers demonstrated good knowledge and confidence in CPR, there were significant gaps in practical proficiency and training adequacy. Factors such as previous exposure to emergencies and frequency of CPR training were found to influence knowledge and practice levels.
Chapter Five discussed the findings, highlighting the implications for improving CPR training programs and resource allocation. It addressed the study’s limitations, such as potential biases and constraints in data collection, and proposed recommendations for future research. The summary provided a concise overview of the study’s contributions, emphasizing the need for ongoing professional development in CPR to enhance emergency preparedness and response among educators.
Conclusions
Based on the results from the hypotheses tested, the study concludes that teachers at Government Technical College, Enugu, possess a significant level of knowledge about Cardiopulmonary Resuscitation (CPR) and exhibit varying levels of proficiency in its practical application. The one-sample t-test results indicated that the mean levels of knowledge and practical skills were substantially above the assumed mean of 0, suggesting that teachers are generally knowledgeable and capable in CPR. However, while proficiency in performing CPR and recognizing its need was reasonably high, there were identified gaps in practical skills and preparedness, emphasizing the need for enhanced training programs.
Moreover, the study found that factors such as frequency of training and exposure to emergency situations significantly influenced CPR knowledge and practice. This highlights the importance of regular, comprehensive training and the need for schools to provide adequate resources and opportunities for practice.
The implications of these findings underscore the necessity for continuous professional development in CPR to ensure teachers are well-prepared to handle emergencies effectively. Future research should focus on exploring specific training interventions and their impact on improving CPR proficiency among educators, addressing the limitations observed in this study, and further examining how various factors influence CPR skills and knowledge.
Recommendations
Based on the study’s findings, the following recommendations are made:
- Regular Training Programs:Schools should implement regular and mandatory CPR training sessions for teachers to maintain and update their skills. These sessions should be conducted at least annually to ensure proficiency and confidence in emergency situations.
- Enhanced Practical Drills:To address the observed gaps in practical skills, schools should incorporate frequent hands-on CPR drills using manikins and simulation exercises. This will help teachers gain practical experience and improve their readiness for real-life emergencies.
- Comprehensive Resources:Schools should invest in adequate resources for learning and practicing CPR, including up-to-date training materials and equipment such as manikins and automated external defibrillators (AEDs). Ensuring access to these resources will facilitate effective training.
- Focused Training on Legal Aspects:To alleviate concerns about legal repercussions, training programs should include information on legal protections for individuals performing CPR. Understanding these protections can boost teachers’ confidence and willingness to act in emergency situations.
- Increased Awareness and Refresher Courses:Schools should promote awareness of the importance of CPR and encourage participation in refresher courses. These courses can help reinforce knowledge and skills, ensuring that teachers remain current with best practices.
- Assessment and Feedback Mechanism:Implement a system for regular assessment and feedback on teachers’ CPR skills. This can include periodic evaluations and constructive feedback to identify areas for improvement and track progress over time.
References
- Al Enizi, B. A., Saquib, N., Zaghloul, M. S. A., Alaboud, M. S. A., Shahid, M. S., & Saquib, J. (2022). Knowledge and attitudes about basic life support among secondary school teachers in Al-Qassim, Saudi Arabia. International Journal of Health Sciences (Qassim), 10(3), 415-422. https://doi.org/10.17502/ijhs.v10i3.1032.
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