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Table 5 Suggestions from instructors

From: The impact of cardiopulmonary resuscitation (CPR) training on schoolchildren and their CPR knowledge, attitudes toward CPR, and willingness to help others and to perform CPR: mixed methods research design

THEMES

SELECTED EXAMPLES OF COMMENTS

POSITIVE EFFECTS OF CPR TRAINING

NEGATIVE EFFECTS OF CPR TRAINING

SUGGESTIONS FOR SCHOOL CURRICULUM DEVELOPERS AND RESPONSIBLE BODIES

Effects of CPR training on schoolchildren

(F3/U1): “They’re mainly willing to help others; they notice when a friend needs help.”

Increased prosocial behavior.

Resuscitation topics are not mandatory in the curriculum of Slovenian elementary schools.

CPR topics would have to become a mandatory part of school curricula at the national level.

(F1/U1): “When a kid had an episode of hypoglycemia, his classmate called for help”.

Raising awareness of the responsibility to help others.

CPR training has to begin early, topics are adapted to the age of schoolchildren.

(F2/U1): “After the training they’re kind of more confident, I think they’re also happy they can try chest compressions and talk to each other about that, it’s kind of an internal satisfaction that I sense in the workshops.”

More difficult entry of instructors into the school setting.

Trainings have to be organized in small groups.

Positive effect on emotional development.

Setting minimum criteria for instructors by professional interdisciplinary societies: required certification, the need to follow ERC recommendations on CPR, appropriate teaching methods employed by instructors, provision of appropriate equipment and tools for the implementation of CPR training, CPR refreshment courses, both for instructors and schoolchildren.

(F1/U1): “It’s definitely an investment in our children, so to say, to teach them early enough about resuscitation.”

Less fear.

Instructors have different levels of knowledge on CPR training.

Increased confidence.

(F1/U3): “The point of the workshops is that you’re not scared of consequences in an actual situation when someone falls down, so that most kids aren’t scared …

Satisfaction and independence of schoolchildren.

Long-term memory of storing information on resuscitation procedures.

Systemic responsibility of the school system and professional affiliations

(F2/U2): “I think it’s important that topics on resuscitation are included in the school curriculum as mandatory, it has to be done at the national level and everything connected to it” and (F3/U1):… .sure, topics have to be adapted for the age group … ..but even first-graders can bring an AED, position the stickers and switch it on. It’s been proven that even little kids can help that way. Even in daycare, like if they watch a video of how compressions are done.”

(F1/U2):… someone would have to assume the overall management of the instructors who would then be giving trainings, just like the section does, that’s how it should be. I think it’s in the best interest that trainings are the same across Slovenia, not that we have to get creative about how to incorporate guidelines.”

  1. Legend: F1–3/U1–3 F1–3 = focus group number, U1–3 Identification of focus group participant