فهرست مطالب reza zare mehrabady

Out-of-hospital cardiac arrest is the leading cause of death. learning of basic life support (BLS) skills is necessary for rapid management of cardiac arrest.
The current study was conducted to compare the effect of BLS training package and lecture-based training on cardiopulmonary resuscitation (CPR) knowledge and skill of high school teachers.
In this quasi-experimental study with pretest-posttest design, 120 eligible school teachers (60 persons in each group) employed in high schools were selected through convenience sampling and were randomly allocated to two groups of lecture and BLS training package. The instruments were a demographic information form, a knowledge questionnaire, and a skill assessment checklist. The same educational content was presented to both groups designed based on the latest revised standard guidelines of American heart association (2010) and relevant books. In the lecture group, theoretical and practical education was performed. The package content included video and educational pamphlets. The data were analyzed using descriptive statistics, Chi-square test, independent sample t-test, and repeated measures ANOVA in SPSS19. Significance level of 0.05 was considered.
Independent t-test showed that there was no significant difference between the two groups in pretest and posttest scores of knowledge, but there was a significant difference in recall score (P = 0.047). Results of t-test showed that there was no significant difference between the two groups in terms of pretest, posttest, and recall scores of skill, while the mean score was higher in the training package group than the lecture group (12.56 ± 3.97 vs. 11.19 ± 4.8 in recall stage).
The results indicated that both educational methods have the same impact on the knowledge and skill of CPR in high school teachers; thus, the training package can be used as a simple, suitable, and practical method instead of traditional educational methods.