Effect of basic life support education using lecture and demonstration methods on teachers’ knowledge and skills in managing drowning incidents: A pra-experimental study
https://doi.org/10.52235/lp.v7i2.754
Keywords:
basic life support, cardiopulmonary resuscitation, drowning, health educationAbstract
Background: Drowning is a time-critical emergency that can rapidly lead to respiratory failure, hypoxic injury, cardiac arrest, and death when immediate assistance is not provided. Teachers in coastal and flood-prone school environments may act as first responders because they are often the nearest adults when drowning incidents occur among students. However, teachers frequently have limited formal exposure to Basic Life Support and drowning management procedures.
Objective: This study aimed to determine the effect of Basic Life Support education using lecture and demonstration methods on teachers’ knowledge and skills in managing drowning incidents.
Methods: This study employed a quantitative pre-experimental design with a one-group pre-test and post-test approach. The study involved 20 teachers from the Muhammadiyah Panjang Foundation, Bandar Lampung, selected using total sampling. The intervention consisted of one structured 120-minute educational session using lecture, mannequin-based demonstration, guided practice, and feedback. Teachers’ knowledge was measured before and after the intervention using a structured questionnaire, while skills were assessed after the intervention using a standard operating procedure-based observation checklist. Descriptive statistics were used to summarize respondent characteristics, knowledge scores, and post-intervention skill performance. The Wilcoxon signed-rank test was used to examine differences in knowledge scores before and after the intervention.
Results: Most respondents were female (80.0%) and aged 21–30 years (75.0%). All respondents had no previous experience in handling drowning victims or performing Basic Life Support. The mean knowledge score increased from 5.85 ± 1.140 before the intervention to 15.80 ± 0.410 after the intervention. The Wilcoxon signed-rank test showed a significant improvement in knowledge scores after the intervention (Z = -3.965; p < 0.001). The mean post-intervention skill score was 14.80 ± 0.523, indicating good practical performance after training.
Conclusion: Basic Life Support education using lecture and demonstration methods significantly improved teachers’ knowledge and supported good post-intervention skills in managing drowning incidents. Schools in high-risk areas should integrate structured Basic Life Support training into routine emergency preparedness programs.
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