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目的了解广州市中学生安全急救知识掌握现状,并研究对其进行有效培训的干预措施。方法抽取96名广州市中学生作为研究对象,对中学生安全急救知识掌握情况进行基线调查,通过短期的心肺复苏急救知识培训进行干预,并对干预效果进行评估。结果培训后各项成绩均较培训前升高,其中判断心跳呼吸骤停方法、心肺复苏程序、胸外按压和人工呼吸比率的掌握率较培训前明显升高,与培训前比较差异有统计学意义(P<0.05)。调查显示,中学生学习急救知识中碰到的难题中,有46.15%是培训机会少,31.87%是学习后容易忘记,30.77%是没时间去学习。有67.03%的中学生认为很有必要进行急救知识培训。有86.81%的中学生表示满意本培训方法。结论通过短期的心肺复苏急救知识培训,可在短时间内让中学生掌握正确的和最新的心肺复苏操作方法,学生满意度高。可在中学生教学中开展急救知识培训课程,同时要注意定期反复培训和考核,避免学生遗忘。
Objective To understand the status quo of knowledge of safety and emergency treatment for middle school students in Guangzhou and to study intervention measures to effectively train them. Methods Ninety-six middle school students in Guangzhou were selected as the research subjects to conduct a baseline survey on the knowledge of safety first aid for middle school students. The intervention was conducted through short-term first aid knowledge training of cardiopulmonary resuscitation and the effect of intervention was evaluated. Results After training, all scores were higher than those before training. Among them, the methods for judging the methods of cardiac arrest and resuscitation, cardiopulmonary resuscitation procedures, chest compressions and respiration rate were significantly higher than those before training, and were statistically different from those before training Significance (P <0.05). Survey shows that 46.15% of the problems encountered by middle school students learning first aid knowledge are less training opportunities, 31.87% are easy to forget after studying, 30.77% have no time to learn. 67.03% of middle school students think it is necessary to train first aid knowledge. 86.81% of middle school students expressed their satisfaction with this training method. Conclusion Short-term cardiopulmonary resuscitation training of first aid knowledge can enable secondary school students to master correct and up-to-date cardiopulmonary resuscitation practices in a short period of time with high student satisfaction. First aid training can be carried out in secondary school teaching, and at the same time pay attention to repeated regular training and assessment to prevent students from forgetting.