A training program improves poor first aid knowledge and skills among primary school teachers in Ibadan, Nigeria

Abstract

Introduction: physical injury is a common cause of morbidity and mortality among children. Schools in many resource-limited countries are often not child-protective. We assessed First Aid (FA) knowledge and skills in a cohort of primary school teachers in Ibadan, Nigeria, and we evaluated the effect of a training program on the cohort's FA capacity. Methods: we randomly selected 70 teachers from 16 primary schools, assigning them to intervention (N=36) and control (N=34). A 26 point survey and simulated scenarios graded on an 18-point scale assessed FA knowledge and skills, respectively. Control teachers received an HIV education talk. We assessed FA knowledge and skill immediately and three months post-intervention. FA knowledge was rated poor (<13), fair (13-17), and good (>17); skills were rated poor (<9), fair (9 11), and good (>11). We used Student t test/ANOVA and chi-square for continuous and categorical variables, respectively, at p-value < 0.05 level of significance. Results: no difference in mean FA knowledge between the intervention (7.7 ± 1.9) and control (7.3 ± 2.5) at baseline (p=0.49). Mean baseline FA skills scores between the intervention (2.8 ± 1.8) and control (2.6 ± 2.1) were similar (p=0.59). Compared to the baseline, there was a significant increase in mean FA knowledge immediately (20.3 ± 2.3, p<0.001) and three months post-intervention (18.2 ± 2.0, p<0.001). Mean FA skills scores also increased from baseline, immediately (12.7 ± 1.8, p<0.001), and three months post-intervention (9.6 ± 2.0, p<0.001). There were no significant changes in FA knowledge or skills in the control group. Conclusion: the training program led to a significantly and short term sustained improvement in teachers' FA capacity. School teachers can be trained to provide appropriate and timely first aid care for students injured at school.