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Citation
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Ibrahim A, Sam-Agudu N, Omaye U, Ushie B, Olumide A, Omotade O. Inj. Prev. 2016; 22(Suppl 2): A332. |
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Abstract
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Background Acute illness and injury are major causes of child morbidity and mortality. Young children are prone to injury, and schools in developing countries are often not optimally child-proofed. In Nigeria, primary schoolteachers supervise students in an often injury-prone environment, with poor access to emergency services. First Aid (FA) can make a significant difference in outcome for a young child injured at school. This study was conducted to assess FA knowledge and skills in a cohort of primary school teachers and evaluate the effect of a training program on the cohort's FA capacity.
Methods We randomly selected 151 teachers from 16 primary schools in Ibadan. A 26-point survey and simulated scenarios graded on an 18-point scale assessed FA knowledge and skills, respectively. Based on identified gaps, a training program was developed and applied to a randomly selected subset of 70 of the 151 teachers, assigning them to intervention (N = 36) and control (N = 34). Controls were given an HIV education talk. FA knowledge and skills were measured immediately and 3 months post-intervention. FA knowledge was rated poor (<13), fair (13-17) and good (>17); skills were rated poor (<9), fair (9-11) and good (>11). Chi-square, t-test and ANOVA were used to compare means and to test for associations.
Results Respondents' mean age was 41.44 ± 9.90 years, and 95.4% had poor baseline knowledge. There was no difference in mean FA knowledge between intervention (7.69 ± 1.97) and control (7.29 ± 2.47) at baseline (p = 0.49). Mean baseline FA skills scores between intervention (0.5 ± 2.27) and control (0.65 ± 1.28) were similar (p = 0.59). Compared to baseline, there was a significant increase in mean FA knowledge immediately (20.83 ± 1.00, p < 0.001) and 3 months post intervention (18.24 ± 2.00, p < 0.001). Mean FA skills scores also improved from baseline, immediately (12.72 ± 1.80, p < 0.001) and 3 months post intervention (9.64 ± 2.03, p < 0.001). There were no significant changes in FA knowledge or skills in the control group.
Conclusions First aid knowledge and skills among primary school teachers in Ibadan was poor. The training program led to a significant and sustained improvement in teachers' FA capacity. Primary school teachers can be trained and retrained to provide appropriate and timely basic care for students injured at school.
Abstract from Safety 2016 World Conference, 18-21 September 2016; Tampere, Finland. Copyright © 2016 The author(s), Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions
Language: en |