PERCEPTIONS REGARDING CPR TRAINING
AND PERFORMANCE AMONG
STUDENT TEACHERS
BY: CHRISTINE M. BAKSOVICH, MPH
INTRODUCTION
• Sudden Cardiac Arrest (SCA): abnormal heart rhythm, which can
cause the heart to suddenly stop beating [ACS, 2011]
• 900 Americans die each year [AHA, 2013]
• 95% of SCA victims die before they reach the hospital [AHA, 2013]
• 27% SCA victims received bystander CPR [AHA, 2011]
• Having a bystander initiate CPR immediately can double or triple a victim’s
chance of survival [AHA, 2011]
INTRODUCTION
• SCA can happen to anyone and anytime
• Best way to prolong the victims chance of survival until emergency medical
services arrive is by initiating cardiopulmonary resuscitation (CPR)
• CPR is a combination of rescue breathing and chest compressions.
• Hand-Only CPR which is only performing chest compressions
1. Call 9-1-1
2. Push hard and fast at the center of the chest
http://www.youtube.com/watch?v=n5hP4DIBCEE&feature=player_embedded
INTRODUCTION
• A study involving parents showed that the majority (80%) assumed
that teachers were trained in CPR (Mpotos, 2013)
• 1:3 teachers had no training
• 40% had never completed a CPR training course
• Survey of 4,000 teachers reported that
• 37% of teachers felt capable of providing CPR in an emergency
• 41% had not received training in CPR
INTRODUCTION
• A study of student teachers that took a CPR course, 23% were
undecided about if they would perform CPR of not (Winkelman, 2009)
• A study done on elementary and high school teachers, found that 18%
of the teachers indicated they have provided some level of emergency
care to more than 20 students each academic year (Hazinski, 2009)
• 17% of those teachers reported 1 or more life-threatening student emergencies
during their teaching career.
INTRODUCTION
• 49 million kids attend school in the United States (NCES, 2013)
• In 2012, there were 10,234 reported cases of SCA in youth under the
age of 18
• An average of 28 kids a day (Roger, 2012)
INTRODUCTION
• School Health Policies and Programs Study (2006):
• Injury prevention topics (such as CPR) in
• Elementary School 15.2%
• Middle School 37.1%
• High School 41.6%
• Currently there are 36 states that have laws or curriculum that
requires teaching CPR in schools (Cave, 2011)
AHA, 2013
PURPOSE
• This study examined undergraduate student teachers perceptions
regarding CPR training and performance.
• Specifically, to examine:
1. Factors that influence why some student teachers become certified in CPR
2. Identify possible barriers to performing CPR
3. Examine Student teachers perceived behavioral control and behavioral
intentions towards performing CPR in an emergency situation
THEORY
• Theory of Planned Behavior
• According to Glanz (2008) this model takes into consideration the individual
motivational factor as determinants of the likelihood of performing a specific
behavior… for this study CPR performance (p68).
METHODS
• Participants included students (n=135) from a higher education
institution
• In order to qualify :
• Undergraduate students
• Participating in their student teaching experience
• A 1-page (back and front), 17 item questionnaire
• Demographic Items
• Barriers
• Theory Questions
• Likert-type scale ranging from strongly disagree (1) to strongly agree (4)
METHODS
• Procedures:
• IRB approval
• Face and Content Validity
• Individuals specialized in CPR training and certification (n=6)
• Cross-Sectional Research Design
• Participation is Voluntary and Confidential
• Single Attempt at Getting to the Participants
METHODS
• Data Analysis:
• SPSS 19.0
• Descriptive Statistics
• Independent Samples t-test
• Chi-square
RESULTS
• Demographics:
• Student Teachers were Female (71%) and white (95%)
• Teacher Discipline:
• 24% health and physical education
• 76% were a combination of over 13 other disciplines
• Half (57%) had an immediate family member who was certified in CPR
• Half (50%) of all student teachers were certified in CPR
RESULTS-REASON FOR TAKING A CPR CLASS:
Why have you taken a CPR course?
6%
School
7%
31%
56%
Job Requirement
Family member with
heart disease
Other
RESULTS- REASON FOR NOT TAKING A CPR CLASS:
If you have not taken a CPR class, why?
Cost
13%
28%
10%
49%
Didn't know where the
classes were
Never thought about it
Other
RESULTS-BARRIER TO CPR PERFORMANCE
What is your top barrier to CPR performance?
19%
Afraid of getting sued
18%
15%
38%
10%
Presence of Blood or vomit
Belief that someone else
would do it
Afraid of injuring the
victim
RESULTS: PERCEIVED BEHAVIORAL INTENTIONS
Percentages
Depending on the victim
100
90
80
70
60
50
40
30
20
10
0
Provide CPR on a
Student
Yes
No
87
13
Provide CPR on an
immediate family
member
94
6
Provide CPR on a
stranger that was
an adult
78
22
Provide CPR on a
strange that was a
child
87
13
RESULTS-PERCEIVED BEHAVIORAL CONTROL
Percentages
CPR Confidence
80
70
60
50
40
30
20
10
0
Agree
Disagree
Can perform CPR properly
69
31
Can explain proper CPR sequences
63
36
RESULTS- DIFFERENCES AMONG STUDENT
TEACHERS REGARDING CPR CONFIDENCE
Health and Physical
Education Student
Teachers %
Other Education
Student Teachers
%
t
Felt Confident they
could perform CPR
properly
88
64
2.24*
Can explain the
sequences in
preforming CPR
82
58
2.75**
78
53
2.98**
Think teachers should
administer CPR
Note. *p<.05, **p<.01
DISCUSSION
• Number of students certified
• Leading reason for not getting certified
• Barriers to performing CPR
• Confidence Levels for performing CPR
• Victim Scenarios
• Differences between Health and physical education student teachers
versus all other student teachers
LIMITATIONS
• Cross sectional design (no cause and effect relationship)
• Self-report (social desirability bias)
• Time (5 mandatory practicum meetings the survey was administered
at the last meeting in December close to graduation)
• One college (cannot be generalized to other pre-service students)
CONCLUSION
• This information demonstrates what college students, specifically
student teachers, think and feel regarding CPR performance.
• Addressing student teacher attitudes, perceived behavioral control,
and perceived behavioral intentions regarding CPR performance, can
improve CPR training, certification, and subsequent responses among
new teachers.
QUESTIONS