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Literacia da comunidade escolar sobre suporte básico de vida, desobstrução da via aérea e posição lateral de segurança
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| 2.02 MB | Adobe PDF |
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Abstract(s)
Enquadramento: A Organização Mundial da Saúde reconhece a implementação de programas de Suporte Básico de Vida no contexto escolar como uma medida estratégica essencial para a capacitação dos alunos na resposta eficaz a situações de emergência. Esta formação contribui significativamente para a potencial redução da mortalidade e para o reforço da resiliência comunitária. Recomenda a inclusão do ensino desta temática no currículo escolar, salientando que, embora em determinados países esta prática seja obrigatória, noutros subsiste apenas através de iniciativas locais ou regionais.
Objetivos: Mapear a evidencia científica disponível para perceber como a habilitação em Suporte Básico de Vida, Desobstrução da Via Aérea e Posição Lateral de Segurança pode impactar a prontidão dos alunos do 2º e 3º ciclo em situações de Emergência.
Metodologia: Protocolo de scoping review segundo o método do Joanna Briggs Institute. Estratégia de Pesquisa Exploratória Simples que terá como objetivo localizar estudos publicados e não publicados nos idiomas português, inglês e espanhol. Não serão considerados limites temporais, geográficos ou culturais na pesquisa. A seleção dos estudos iniciar-se-á pela análise do título e resumo.
Resultados: Os resultados sugerem a presença de uma prontidão previamente desenvolvida em contextos de emergência.
Conclusão: A promoção do ensino de Suporte Básico de Vida junto dos alunos do 2.º e 3.º ciclos revela-se de extrema importância no contexto educativo. Ao integrar estas competências nos programas escolares, fomenta-se uma cultura de responsabilidade, capacitando os jovens para responderem com confiança e eficácia perante situações de emergência.
Palavras-chave: Suporte Básico de Vida; Comunidade escolar; alunos; Situações de emergência; Obstrução da Via aérea; Posição Lateral de Segurança; empoderamento; habilitação; prática; literacia em saúde.
Abstract Introduction: The World Health Organization recognizes the implementation of Basic Life Support programs in school settings as a strategic and essential measure for equipping students to respond effectively in emergency situations. This training significantly contributes to the potential reduction of mortality and to the strengthening of community resilience. The WHO recommends the inclusion of this subject in school curricula, noting that while it is mandatory in some countries, in others it exists only through local or regional initiatives. Objectives: To map the available scientific evidence to understand how training in Basic Life Support, Airway Obstruction Relief, and the Recovery Position can impact the readiness of students in the 2nd and 3rd educational cycles in emergency situations. Methodology: Scoping review protocol following the Joanna Briggs Institute method. A Simple Exploratory Search Strategy will aim to locate published and unpublished studies in Portuguese, English, and Spanish. No temporal, geographical, or cultural limits will be applied to the research. The search strategy will be adapted to each database/repository to identify relevant studies. Study selection will begin with title and abstract analysis. Results: The results suggest the presence of a previously developed readiness in emergency contexts Conclusion: The promotion of Basic Life Support (BLS) education among students in the 2nd and 3rd cycles proves to be of utmost importance in the educational context. By integrating these skills into school curricula, a culture of responsibility is fostered, empowering young people to respond with confidence and effectiveness in emergency situations. Keywords: Basic Life Support; School community; Students; Emergency situations; Airway Obstruction; Recovery Position; Empowerment; Training; Pratice; Health literacy.
Abstract Introduction: The World Health Organization recognizes the implementation of Basic Life Support programs in school settings as a strategic and essential measure for equipping students to respond effectively in emergency situations. This training significantly contributes to the potential reduction of mortality and to the strengthening of community resilience. The WHO recommends the inclusion of this subject in school curricula, noting that while it is mandatory in some countries, in others it exists only through local or regional initiatives. Objectives: To map the available scientific evidence to understand how training in Basic Life Support, Airway Obstruction Relief, and the Recovery Position can impact the readiness of students in the 2nd and 3rd educational cycles in emergency situations. Methodology: Scoping review protocol following the Joanna Briggs Institute method. A Simple Exploratory Search Strategy will aim to locate published and unpublished studies in Portuguese, English, and Spanish. No temporal, geographical, or cultural limits will be applied to the research. The search strategy will be adapted to each database/repository to identify relevant studies. Study selection will begin with title and abstract analysis. Results: The results suggest the presence of a previously developed readiness in emergency contexts Conclusion: The promotion of Basic Life Support (BLS) education among students in the 2nd and 3rd cycles proves to be of utmost importance in the educational context. By integrating these skills into school curricula, a culture of responsibility is fostered, empowering young people to respond with confidence and effectiveness in emergency situations. Keywords: Basic Life Support; School community; Students; Emergency situations; Airway Obstruction; Recovery Position; Empowerment; Training; Pratice; Health literacy.
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Enfermagem pediátrica Ensino básico Escolas Estudantes Literacia em saúde Reanimação cardiopulmonar Revisão scoping Cardiopulmonary resuscitation Emergencies Health literacy Pediatric nursing Primary education Schools Scoping review Students
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