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Descriptors:
Program Effectiveness; Foreign Countries; Medical Services; Patients; Textbooks; Textbook Content; First Aid; Health Education; Injuries; Science Instruction; Epidemiology; Death

Abstract:
First-aid methods recommended for snakebites are included in Science textbooks in Brazil. Books published before 1996 provided misleading information in this respect and it is possible that such recommendations derived from North-American experiences conducted at the beginning of the 20th Century. The official evaluation of textbooks carried out by the Ministry of Education in 1996 initiated a major public discussion on the several mistakes which had been present in Brazilian educational materials, mainly those relating to mistaken snakebite first-aid procedures. As from 1996, a significant decrease in the number of casualties from snakebites was reported, both in the total number of deaths and among the patients who had received medical assistance. The official data showed this decrease was consistent and remained so for the following ten years. The number of deaths might be associated with the reduced number of victims who developed complications resulting from improper first-aid procedures. This article is intended to relate the changes implemented in textbooks as a result of the first national evaluation and the great impact caused by the publication of the serious mistakes found in these materials, with the reduction in the number of casualties from snakebites in the same period. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Mental Health; Mental Disorders; Early Intervention; First Aid; Help Seeking; Literacy; Prevention; Web Sites; Information Sources; Public Policy; Community Action

Abstract:
For major physical diseases, it is widely accepted that members of the public will benefit by knowing what actions they can take for prevention, early intervention, and treatment. However, this type of public knowledge about mental disorders ("mental health literacy") has received much less attention. There is evidence from surveys in several countries for deficiencies in (a) the public's knowledge of how to prevent mental disorders, (b) recognition of when a disorder is developing, (c) knowledge of help-seeking options and treatments available, (d) knowledge of effective self-help strategies for milder problems, and (e) first aid skills to support others affected by mental health problems. Nevertheless, there is evidence that a range of interventions can improve mental health literacy, including whole-of-community campaigns, interventions in educational settings, Mental Health First Aid training, and information websites. There is also evidence for historical improvements in mental health literacy in some countries. Increasing the community's mental health literacy needs to be a focus for national policy and population monitoring so that the whole community is empowered to take action for better mental health. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Campuses; First Aid; School Safety; Heart Disorders; Medical Services; Colleges; Universities; Safety; Safety Equipment; Higher Education

Abstract:
Automated external defibrillators (AEDs) on school and university campuses have saved many lives. Students, teachers and community members have been among the fortunate ones pulled from the brink of death. Medical studies validating the effectiveness of AEDs in schools and other public settings have been published in numerous medical journals. Still, only 16 states have laws mandating or encouraging AEDs on school campuses, according to the National Conference of State Legislatures' website (www.ncsl.org). Regardless of whether a school or university is bound by such mandates, it is a good idea for an institution to obtain its first AED, or additional AEDs to cover a large campus. In this article, the author discusses how AEDs can prepare schools for sudden cardiac arrest. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Promotion; Physical Education; First Aid; Health Conditions; School Nurses; Role; Social Change; Federal Legislation; Physical Education Teachers; Cooperation; Safety; Elementary School Students

Abstract:
The roles of teachers, nurses, and other educational personnel are changing. In the case of the school nurse, the responsibilities have expanded to include health promotion and various other roles outside of the traditional duties of providing first aid, administrating medications, and monitoring the daily health status of students (Broussard, 2004). Physical educators are also experiencing an expanded role as educational programs attempt to adjust to legislative and social changes. The purpose of this article is to encourage collaboration between physical educators and school nurses to increase student learning and address safety concerns in the physical education setting. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Test Results; Printed Materials; Psychomotor Objectives; Multimedia Instruction; Epistemology; Psychomotor Skills; College Freshmen; Teacher Education; Cognitive Processes; Difficulty Level; Multimedia Materials; Instructional Design; Computer Software; Instructional Effectiveness; Teaching Methods; Statistical Analysis; Comparative Analysis; Spatial Ability; First Aid; Computer Assisted Instruction; Educational Technology

Abstract:
This study adds to the literature by introducing multimedia research in the psychomotor area. In this study, 87 freshman students in pedagogy used task cards to learn Basic Life Support (BLS), a psychomotor skill consisting of nine lifesaving actions to be performed in a specific order. Task cards are printed materials and are often implemented during student-centred learning settings. Based on the cognitive theory of multimedia learning, it was investigated whether the implementation of the principles of multimedia and spatial contiguity on task cards would enhance students' learning of BLS. The multimedia principle states that people learn more deeply from words and images together rather than from words alone. The spatial contiguity principle assumes that learners learn better when words and corresponding images are presented close rather than far from each other on a page. Results in this study show that neither multimedia nor spatial contiguity generated higher learning gains. It was assumed that the low cognitive load of the learning task and the self-paced learning intervention are responsible for this result. For one transfer test, a higher test result was found when the principle of spatial contiguity was applied. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Personnel; Professional Continuing Education; Allied Health Occupations Education; Training Methods; Mixed Methods Research; Focus Groups; Surveys; Questionnaires; Rural Urban Differences; Retention (Psychology); Electronic Learning; Educational Needs; First Aid; Teamwork

Abstract:
Introduction: Resuscitation and life support skills training comprises a significant proportion of continuing education programming for health professionals. The purpose of this study was to explore the perceptions and attitudes of certified resuscitation providers toward the retention of resuscitation skills, regular skills updating, and methods for enhancing retention. Methods: A mixed-methods, explanatory study design was undertaken utilizing focus groups and an online survey-questionnaire of rural and urban health care providers. Results: Rural providers reported less experience with real codes and lower abilities across a variety of resuscitation areas. Mock codes, practice with an instructor and a team, self-practice with a mannequin, and e-learning were popular methods for skills updating. Aspects of team performance that were felt to influence resuscitation performance included: discrepancies in skill levels, lack of communication, and team leaders not up to date on their skills. Confidence in resuscitation abilities was greatest after one had recently practiced or participated in an update or an effective debriefing session. Lowest confidence was reported when team members did not work well together, there was no clear leader of the resuscitation code, or if team members did not communicate. Discussion: The study findings highlight the importance of access to update methods for improving providers' confidence and abilities, and the need for emphasis on teamwork training in resuscitation. An eclectic approach combining methods may be the best strategy for addressing the needs of health professionals across various clinical departments and geographic locales. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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First Aid; Health Promotion; Transportation; Emergency Programs; Housing; Rural Areas; Social Services; Older Adults; Health Education; Health Services; Surveys; Feedback (Response)

Abstract:
Rural-dwelling older adults often have difficulty obtaining needed medical and social services due to factors such as physician shortages, lack of transportation, and financial limitations. These factors are further exacerbated during an emergency. Understanding these challenges is important to implement successful health promotion interventions and protect human life. Purpose: The purpose of this pilot study was to assess independently dwelling rural senior citizens' knowledge, attitudes, and behaviors regarding emergency preparedness. Methods: A 39-item instrument was administered to 85 independently dwelling seniors throughout a rural county in Illinois. Results: The majority, 56%, indicated not having an emergency plan, and one-third reported not having bottled water or a first aid kit in the home. Discussion: Less than half of the respondents were knowledgeable regarding what types of items, such as food, water, and medications should be included in a 72-hour kit, and many participants did not have these items stored. Most participants felt that local health departments should provide warnings, food, shelter, transportation, help to the injured, and medications during an emergency. This finding is important, as rural health departments are not typically equipped to provide any of these. Rural health departments should clarify what services are provided by which agencies and collaborate with local social service organizations to help seniors be more prepared. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Nurses; Knowledge Level; Dentistry; Children; First Aid; Trauma; Adolescents; Young Adults; Elementary Secondary Education; Health Education; Adult Education

Abstract:
Almost one fourth of traumatic dental injuries occur at schools or in their surroundings. Prevalence of tooth avulsion varies from 0.5% to 16% of all cases of dental trauma. Children with dental avulsion may seek help from school nurses so they should be able to provide first-aid treatment. However, many studies showed that the general level of knowledge of medical staff concerning tooth avulsion is unsatisfactory and that it could be improved by educational activities. This article attempts to give short algorithms of first-aid management of avulsed tooth. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Special Classes; Accident Prevention; First Aid; Autism; Daily Living Skills; Program Effectiveness; Safety; Video Technology; Models; Elementary School Students; Foreign Countries; Educational Technology; Generalization

Abstract:
It is known that children with DD can learn first-aid skills and use whenever needed. Applying first-aid skills was taught to three inclusion students with autism through "first-aid skills training package". In the study multiple probe design with probe trials across behaviors was used. The findings indicated that first-aid skills training package was effective and the subjects maintained and generalized their acquired skills to the cuts, abrasions, and minor burns on their own or researcher's different parts of body and to different materials. Social validity data that was collected through social comparison revealed that the subjects could not accomplish these target behaviors before the intervention but their peers with normal development could accomplish these skills at 78% level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
First Aid; Distance Education; Testing; Online Courses; Lay People; Program Effectiveness; Intermode Differences; Performance Based Assessment; Check Lists; Skill Development; Control Groups; Experimental Groups; Participant Satisfaction; Computer Assisted Testing; Virtual Classrooms

Abstract:
Objective: The study evaluated the effectiveness of an online first aid course by comparing it with the traditional instructor-led course. An effective online course increases course accessibility and mitigates the major deterrent to widespread layperson training. Design: A comparison group design evaluated performances among 25 laypersons self-selecting the traditional course and 46 self-selecting the online course. Setting: Online participants completed the course in a location and at a time convenient to them. Traditional participants completed the course at testing sites. All attended a testing site for skills testing. Method: Eight instructors participated in traditional course delivery, skills review and practice, and skills testing. They assessed participants' performance using standard checklists. Resuscitation mannequins captured objective performance data. Results: Instructors assessed all participants as passing all skills tests. None passed using the objective data but online course participants outperformed traditional course participants. Conclusions: The online course is effective. Its accessibility permits broader dissemination and use. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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