Influence of Prior Emergency Training Experience on Responsiveness to Nurse-Led Basic Lifesaving Skills Intervention Among School Teachers (Published)
Basic Lifesaving Skills (BLSS) are time-critical emergency procedures required to sustain life during cardiac arrest, respiratory failure, choking, and sudden collapse before advanced care is available. Teachers often serve as first responders in school settings, yet many lack adequate BLSS competence. This study examined the influence of prior emergency training experience on responsiveness to a nurse-led BLSS knowledge and skills intervention among secondary school teachers in selected government schools in Ibadan, Nigeria. A quasi-experimental pre-test–post-test control group design was used. Ninety-two eligible teachers were selected through multistage sampling and assigned by educational zones to intervention and control groups. Baseline BLSS knowledge and practice were assessed, and prior emergency training experience was recorded as a moderator variable. The intervention group received a structured nurse-led programme comprising a two-day intensive training and repeated supervised practical sessions over ten weeks, while the control group received no training during the study period. Data were collected using validated knowledge instruments and practical skills checklists and analyzed using ANCOVA. Results showed significant main effects of nurse-led intervention on BLSS knowledge and practice, significant main effects of prior experience, and a significant treatment × prior experience interaction effect. The findings indicate that nurse-led BLSS training is effective for teachers, with responsiveness varying by prior training background.
Keywords: Teachers, basic lifesaving skills, cpr training, emergency preparedness, nurse-led intervention, prior training experience