Özet:

Aim: It is important for teachers to have sufficient knowledge about basic life support (BLS) to reduce mortality and morbidity rates in life-threatening events at schools. This study aimed to determine teachers’ knowledge levels about BLS in XXXXX . Methods: 1,365 teachers in the city of XXXXX constituted its sample. Data was collected using a questionnaire with 35 questions about the teachers’ demographic information, attitudes towards BLS and knowledge about up-to-date BLS practices (According to AHA 2015 guidelines). Their knowledge levels were evaluated on an 18-point scale. Results: The data of 1.365 teachers who completely filled out the questionnaire were analyzed. The teachers’ mean score on the BLS questionnaire was 7.93±2.16. Their BLS knowledge levels were not associated with gender, age, education level or the number of years since their most recent BLS training (p>0.05). The ratios of teachers who knew emergency call numbers (98.4%), were able to evaluate respiration (80.6%), had the ability to maintain airway patency (66.9%) and knew the starting criteria for BLS (90.6%) were high. The ratio of teachers who knew the first assessment of process steps (4.5%) and maximum time that should be spent (23.7%), compression site (17.8%), the number of compressions and compression to respiration ratios (33.3%), depth of compression (37.6%), time for life-saving exhalation (8.0%), the number of compressions per minute (15.6%), and for civilian first aiders, knew how to use an automatic external defibrillator (AED) (24.2%) were low. Conclusion: The teachers in XXXXX do not have sufficiently updated information about BLS practices (the first BLS assessment and required time for BLS, BLS steps, respiration period, compression site, depth and the number of compressions).

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