| Objectives:The main purpose of this study is to explore and develop standardized cardiopulmonary resuscitation training methods for middle school students,analyzing and evaluating the effects of diversified teaching methods—including CPR practice training,process assessment and intensive learning after training—on the knowledge,beliefs and behaviors of junior middle school students and their closely-related groups.In the meanwhile,this study aims at understanding the current status of CPR knowledge,belief and practice,training experience and training willingness of middle school students,which in turn will provide reference for popularizing CPR training among teenagers as soon as possible at information age.Methods:Samples used in this study are randomly chosen from students of Grade One and Grade Two of a Junior Middle school in a city of Shandong Province.The two campuses of the school serve as pre-test sites and formal test sites respectively.Students are chosen by flipping a coin.Choose one class from Grade One and Grade Two in the pre-test campus respectively.The head of coin is specified in advance to represent the test group.Two classes are chosen from each grade in the main experimental campus.Two classes in the same grade determine their test group by flipping a coin.A total of 123 students participated in the pre-test and 231 students participated in the formal test.The number of the students in the test group and the contrast group is 115 and 116 respectively.The experimental group enlisted a variety of new teaching methods to conduct CPR skills training,including multi-media conducted knowledge lectures,video viewing,skills training,quiz process assessment and self-study of the teaching manual,and provided continuous support based on Wechat platform(i.e.post-training learning enhancement).In comparison,the contrast group was only instructed to conduct self-study through theoretical materials,delivered manual,video-playing and continuous Wechat platform however,CPR skills training is not provided.Both groups of students participated in the CPR Innovation Extension Training Competition within one week after the intensive training and were asked to write a reflective journal which focused on describing the situation and feelings of their innovative extension training supported by pictures or audio-visual scenes.Relevant information was collected by using the "Information Data Collection Form"and the adolescent CPR questionnaire.The questionnaire was collected for 3 times:namely before face-to-face training(T1 o’clock),one week after face-to-face instruction(T2 o’clock)and one month after face-to-face instruction(T3 o’clock).One month after the face-to-face lecture,one-third of the students(n=74)were randomly selected for the CPR operation skill test.They were scored and awarded according to the "single hand CPR operation evaluation criteria" and the "CPR innovation and extension training competition rules(including reflective log scoring criteria)" which were drawn up in advance.All of these listed above can help the students get motivated and encouraged.SPSS 23.0 was used for descriptive statistical analysis,"t" test or variance analysis were used for measurement data,and chi-square(X2)test was used for counting data to analyze and compare the differences between different groups.Results:The questionnaires delivered before the face-to-face,1 week and 1 month after the face-to-face instruction were 100%recovered.The effective rates were 99.1%(229/231),97.4%(225/231)and 97.4%(225/231)respectively.Completing the intensive training,the test group’s results of the quiz(18.38± 1.47,x±s)were higher than the Contrast group(17.77±2.01,P<0.05).Repeated measures analysis of variance showed that there was no statistical difference between the two groups of students’ CPR attitudes and knowledge scores in the main intervention effect and main effect of time(P≥0.05).Further analysis showed that there was no statistical difference in the CPR knowledge scores at three time points(P>0.05),and the knowledge scores showed the similar increase after face-to-face training.The average score of the experimental group was higher than that of the contrast group at 1 week and 1 month after face-to-face teaching,although the average score of the test group before face-to-face teaching was slightly lower than that of the contrast group.It was also found that there were statistical differences in attitude scores between the two groups at 1 month after face-to-face instruction(t=2.074,P<0.05),and the average score of attitude in the experimental group was slightly lower than that in the control contrast group at three measuring points which indicates that the attitude of CPR before intervention may affect the training result.Independent sample "t" test showed that there were significant differences between CPR performance(83.43±7.28)and the extended innovation training competition reflection log score(39.02±5.17)and those of the contrast group(operation score:73.07±12.22;log score:41.41 ±6.16).Significant statistical differences.(P<0.05).Conclusion:Combining the diversified teaching method including CPR operation training,process assessment(i.e.mini-test)and continuous learning reinforcement after training(e.g.sustained Wechat platform support,innovative extension training contest)can improve the knowledge,belief and practice level of junior middle school students’ CPR,enhancing the practical ability of CPR and stimulating the innovative potential for the future.It is a good way to popularize CPR knowledge and skills among teenagers and people around them. |
