| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.69 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Enquadramento: A paragem cardíaca súbita é uma das principais causas de morte na
Europa. Cerca de 25 a 50% das vítimas de paragem cardíaca súbita, apresentam fibrilhação
ventricular (FV). O único tratamento para FV é a desfibrilhação precoce. Cada minuto de
atraso na desfibrilhação diminui a sobrevida; no entanto quando iniciado SBV de imediato
esse declínio é mais gradual. O início imediato das manobras de SBV por quem presencia o
colapso da vítima, aumenta significativamente a sobrevida da mesma. Neste estudo são
avaliados os conhecimentos em SBV e a disponibilidade para iniciar manobras de SBV dos
alunos do 3º ciclo de uma escola da cidade de Vila Real, antes e após ser ministrada uma
formação sobre SBV.
Objetivos: Avaliar os efeitos de uma formação sobre SBV no nível de conhecimentos em
SBV dos alunos do 3º ciclo do ensino básico de uma escola da cidade de Vila Real; verificar
os efeitos de uma formação em SBV na disponibilidade para a execução de SBV perante
uma vítima a necessitar de ajuda.
Metodologia: O estudo quantitativo, explicativo com corte longitudinal, quase-experimental
com desenho de investigação antes-depois com grupo de controlo, objetivou avaliar o efeito
de uma formação em SBV no nível de conhecimentos sobre SBV num grupo de alunos do 3º
ciclo do ensino básico, bem como verificar a disponibilidade desses mesmos alunos em
iniciar SBV perante uma vítima a necessitar de ajuda. Para isso aplicou-se um questionário
de avaliação de conhecimentos e de disponibilidade antes e após a formação, sendo qua a
formação ministrada foi diferente no grupo de controlo e no grupo experimental. Foi também
efetuada uma avaliação de competências em SBV aos elementos do grupo experimental
através de uma grelha de observação.
Resultados: Antes da formação, 80.3% dos elementos não possuíam conhecimentos em
SBV. Após a formação apenas 5.3% continuavam a não possuir conhecimentos em SBV.
Quanto à disponibilidade para iniciar SBV antes da formação, apenas 13.2% da amostra
demonstrava grande disponibilidade; 51.3% demonstravam disponibilidade moderada e
35.5% fraca disponibilidade. No final da formação, passaram a apresentar grande
disponibilidade 47.4% da amostra; 14.5% passaram a apresentar fraca disponibilidade e
38.2% moderada disponibilidade. No intuito de verificarmos se os conhecimentos e a
disponibilidade eram discriminados pelo grupo a que pertenciam, efetuamos um teste t
para diferença de médias: o grupo experimental antes da formação apresentava mais
conhecimentos e maior disponibilidade que o grupo controlo. Assumindo igualdade de
variâncias pelo teste de Levenne verificámos, contudo, que as diferenças não são
estatisticamente significativas. Após a formação denota-se um nível de conhecimentos e de
disponibilidade no grupo controlo mais elevado que no grupo experimental mas as
diferenças encontradas também não são significativas.
Conclusão: Ensinar SBV a alunos do 3º ciclo do ensino básico foi bastante eficaz, tendo em
conta que os conhecimentos antes da formação eram escassos tendo aumentado
consideravelmente após a formação, assim como a disponibilidade para iniciar SBV se
necessário. O tipo de formação não foi importante para o nível de conhecimentos adquiridos
e da disponibilidade para iniciar SBV; já sobre as competências adquiridas não podemos
comparar uma vez que estas só foram avaliadas ao grupo experimental. Podemos sim
afirmar que neste grupo as competências foram adquiridas pela totalidade dos elementos.
Demonstrando que gestos simples podem salvar vidas, gestos esses fáceis de aprender, de
memorizar e de realizar.
Palavras-chave: Basic life suport; availability; Knowledge.
Abstract Background: Sudden cardiac arrest is one of the leading causes of death in Europe. About 25 to 50% of sudden cardiac arrest victims present with ventricular fibrillation (VF). The only treatment for VF is early defibrillation. Every minute of defibrillation delay decreases survival; however when BLS is started immediately, this decline, is more gradual. The immediate onset of BLS by bystanders significantly increases the survival of the victim. In this study, the BLS knowledge and the availability to initiate BLS of the secondary school students in the city of Vila Real, before and after a BLS training, are evaluated. Objectives: To evaluate the effects of training on BLS in the level of knowledge in BLS of the students of a secondary school in the city of Vila Real; to verify the effects of a BLS training on the availability to perform BLS before a victim in need of help. Methodology: The quantitative, explanatory study with longitudinal, quasi-experimental design with a research design before-after with a control group, aimed to evaluate the effect of a course in BLS on the level of knowledge about BLS in a group of students, as well as verify the availability of these same students in initiating BLS before a victim in need of help. For this, a questionnaire was used to evaluate knowledge and availability before and after training, and the training provided was different in the control group and in the experimental group. An evaluation of BLS skills was also carried out on the members of the experimental group through an observation grid. Results: Before training, 80.3% of the members had no knowledge of BLS. After training only 5.3% still did not have knowledge of BLS. Regarding the availability to start BLS before training, only 13.2% of the sample showed great availability; 51.3% showed moderate availability and 35.5% poor availability. At the end of the training, 47.4% of the sample became available; 14.5% had poor availability and 38.2% had moderate availability. In order to verify if knowledge and availability were discriminated by the group to which they belonged, we performed a t test for difference of means: the experimental group before the training had more knowledge and greater availability than the control group. Assuming equality of variances by the Levenne test, however, we verified that the differences are not statistically significant. After the training there is a level of knowledge and availability in the control group higher than in the experimental group, but the differences found are also not significant. Conclusion: Teaching BLS to students was quite effective, since knowledge before training was scarce, having increased considerably after training, as well as the readiness to start BLS. The type of training was not important for the level of knowledge acquired and the availability to initiate BLS; despite of the acquired skills we can not compare since they were only evaluated to the experimental group. We can affirm that in this group the skills were acquired by all the elements. Showing that simple actions can save lives, actions that are easy to learn, memorize and perform.
Abstract Background: Sudden cardiac arrest is one of the leading causes of death in Europe. About 25 to 50% of sudden cardiac arrest victims present with ventricular fibrillation (VF). The only treatment for VF is early defibrillation. Every minute of defibrillation delay decreases survival; however when BLS is started immediately, this decline, is more gradual. The immediate onset of BLS by bystanders significantly increases the survival of the victim. In this study, the BLS knowledge and the availability to initiate BLS of the secondary school students in the city of Vila Real, before and after a BLS training, are evaluated. Objectives: To evaluate the effects of training on BLS in the level of knowledge in BLS of the students of a secondary school in the city of Vila Real; to verify the effects of a BLS training on the availability to perform BLS before a victim in need of help. Methodology: The quantitative, explanatory study with longitudinal, quasi-experimental design with a research design before-after with a control group, aimed to evaluate the effect of a course in BLS on the level of knowledge about BLS in a group of students, as well as verify the availability of these same students in initiating BLS before a victim in need of help. For this, a questionnaire was used to evaluate knowledge and availability before and after training, and the training provided was different in the control group and in the experimental group. An evaluation of BLS skills was also carried out on the members of the experimental group through an observation grid. Results: Before training, 80.3% of the members had no knowledge of BLS. After training only 5.3% still did not have knowledge of BLS. Regarding the availability to start BLS before training, only 13.2% of the sample showed great availability; 51.3% showed moderate availability and 35.5% poor availability. At the end of the training, 47.4% of the sample became available; 14.5% had poor availability and 38.2% had moderate availability. In order to verify if knowledge and availability were discriminated by the group to which they belonged, we performed a t test for difference of means: the experimental group before the training had more knowledge and greater availability than the control group. Assuming equality of variances by the Levenne test, however, we verified that the differences are not statistically significant. After the training there is a level of knowledge and availability in the control group higher than in the experimental group, but the differences found are also not significant. Conclusion: Teaching BLS to students was quite effective, since knowledge before training was scarce, having increased considerably after training, as well as the readiness to start BLS. The type of training was not important for the level of knowledge acquired and the availability to initiate BLS; despite of the acquired skills we can not compare since they were only evaluated to the experimental group. We can affirm that in this group the skills were acquired by all the elements. Showing that simple actions can save lives, actions that are easy to learn, memorize and perform.
Description
Keywords
Conhecimentos, atitudes e prática em saúde Ensino básico Estudantes Paragem cardíaca Reanimação cardiopulmonar Reanimação cardiopulmonar -- ensino Cardiopulmonary resuscitation Cardiopulmonary resuscitation -- education Health knowledge, attitudes, practice Heart arrest Primary education Students