Keywords
Cardiopulmonary Resuscitation
Health Education
Basic Support of Life
School Teachers
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Abstract
Objective: To evaluate the effects of an educational intervention on teachers' knowledge of Pediatric Basic Life Support at different times. Methods: Longitudinal study of the before and after type. The sample studied included 250 teachers of Elementary School I. Data were collected through self-completion questionnaires. Knowledge was analyzed using the two-parameter Item Response Theory and Weighted Multiple Regression analysis. Finally, the Tukey test was applied to analyze the effect of the interactions between the tests at different times, adopting a 5% significance level. Results: Teachers had significantly lower prior knowledge in SBVP compared to the other tests applied after educational intervention. There was a significant increase in the mean estimate of correct answers to the questions evaluated immediately after the initial training, revealing knowledge acquisition. There was no significant loss of knowledge in PPVB by teachers, indicating retention above 90% even after 6 months of initial training. Conclusion: Reinforcement training significantly contributed to new knowledge acquisition, demonstrating the complementary effect of the Educational Intervention on PPVB. The educational intervention method adopted in the study proved to be able to promote the acquisition and significant retention of knowledge to the teacher.
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