Helping in cardiac arrest Circulatory System
Conditions
Interventions
Students were randomised class-wise into the intervention and control arm in a 1:1 allocation ratio. The randomisation was performed in advance by drawing balls of two colours blindly. A cluster was r
Sponsors
University Medical Center Hamburg-Eppendorf
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Volunteering school children 2. Written informed consent of the parents
Exclusion criteria
Exclusion criteria: 1. Not able to perform basic life support 2. No written informed consent from the parents
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Self-efficacy of school children for helping in cardiac arrest, measured with a four-point Likert scale in three dimensions with two questions for each by adding the values of the two questions. The dimensions were helping in general, helping in cardiac arrest and diminished emotional arousal to cardiac arrest. The questionnaire, based on the general self-efficacy scale of Schwarzer and Jerusalem, was transformed into a special self-efficacy scale following the authors recommendations. Measured immediately after the training and 9 months later. | — |
Secondary
| Measure | Time frame |
|---|---|
| Pass-rates and means for items in a practical basis life support assessment. The assessment of the practical BLS skills was structured as an OSCE using MiniAnne-mannequins® (LaerdalTM). For assessment, the raters used a structured rating checklist with nine binary items. To pass the practical assessment in total, all nine points had to be rated with yes. Measured immediately after the training and 9 months later. | — |
Countries
Germany
Contacts
Public ContactStefanie Beck
Outcome results
None listed