Cardiopulmonary Resuscitation Theoretical Knowledge Retention of Some Nigerian Teachers 15 Months after Initial Training

Introduction: For effective bystander cardiopulmonary resuscitation (CPR) to be achievable, potential bystander CPR providers must be able to retain sufficient CPR knowledge for a reasonable time frame after training. This study aimed at ascertaining the retained CPR theoretical knowledge of some Nigerian teachers after 15 months of CPR training. Materials and Methods: A quasi-experimental study design was used. From the initial cohort of forty one (41) teachers, thirty one (31) of them participated in the last phase of the study. The same self-administered questionnaire with seven (7) questions on their theoretical CPR knowledge, used initially immediately after their CPR training in 2016 to assess them was used again in December 2017 without further training. The data was analysed using both descriptive and paired samples t-test statistics. Results: Generally, the participants had good retention of the CPR theoretical knowledge that were not statistically significantly different from their post-training knowledge earlier (P > 0.05) except in two questions where the differences (CPR knowledge losses) were statistically significant (P < 0.05). Conclusions/ Recommendations: The Nigerian teachers retained satisfactory CPR theoretical knowledge after 15 months of initial training, which holds promise for their ability to provide bystander CPR for victims of out-of-hospital cardiac arrests (OHCAs) and the training of their students with the possible incorporation of CPR programme into Nigerian schools’ curricula. There is need to repeat the study with larger sample sizes.

openalex: W2890820083 mag: 2890820083 id: openalex:W2890820083 keywords: , ,