Abstract：
The objective of this study is to explore the perception of teachers, parents and students\' regarding implementation of a school-based lifesaving skills program and help predict potential barriers and solutions.
This qualitative exploratory study was conducted in Karachi, Pakistan, from December 2020- to October 2021. We included students, teachers, and parents of secondary (grades VIII, IX, and X) and higher secondary level students (grades XI and XII) in Karachi, Pakistan\'s public and private schools and colleges. We selected one public, two semi-private, and two private schools. We recruited students, teachers, and parents through convenience sampling. We conducted fifteen focus group discussions (FGDs) with the students, six FGDs with the teachers, and eighteen in-depth interviews (IDIs) with parents. We transcribed the data from audio recordings and translated it into the English language. Finally, we manually analyzed the data using thematic analyses.
This study found that bystanders\' main barriers to performing lifesaving skills are lack of knowledge, fear of legal involvement, fear of hurting the patient by incorrect technique, lack of empathy among community stakeholders, and gender bias. However, the participants had a positive and supportive attitude toward implementing lifesaving skills training in schools. They suggested starting student training in the early teenage years, preferred medical staff as trainers, and suggested frequent small sessions in English/Urdu both or Urdu language and training via theory and practical hands-on drills. Furthermore, the training was proposed to be integrated into the school curriculum to make it sustainable. Finally, the government needs to support the program and make the legal environment more conducive for bystanders.
This study identified the significant barriers to performing lifesaving skills in an emergency in a low- and middle-income country (LMIC). The participants supported implementing a national lifesaving skills program in schools and colleges. However, the participants expressed that support is needed by the government for sustainability, integrating lifesaving skills into the school curriculum, providing legal support to the bystanders, and creating awareness among the general public.
This qualitative exploratory study was conducted in Karachi, Pakistan, from December 2020- to October 2021. We included students, teachers, and parents of secondary (grades VIII, IX, and X) and higher secondary level students (grades XI and XII) in Karachi, Pakistan\'s public and private schools and colleges. We selected one public, two semi-private, and two private schools. We recruited students, teachers, and parents through convenience sampling. We conducted fifteen focus group discussions (FGDs) with the students, six FGDs with the teachers, and eighteen in-depth interviews (IDIs) with parents. We transcribed the data from audio recordings and translated it into the English language. Finally, we manually analyzed the data using thematic analyses.
This study found that bystanders\' main barriers to performing lifesaving skills are lack of knowledge, fear of legal involvement, fear of hurting the patient by incorrect technique, lack of empathy among community stakeholders, and gender bias. However, the participants had a positive and supportive attitude toward implementing lifesaving skills training in schools. They suggested starting student training in the early teenage years, preferred medical staff as trainers, and suggested frequent small sessions in English/Urdu both or Urdu language and training via theory and practical hands-on drills. Furthermore, the training was proposed to be integrated into the school curriculum to make it sustainable. Finally, the government needs to support the program and make the legal environment more conducive for bystanders.
This study identified the significant barriers to performing lifesaving skills in an emergency in a low- and middle-income country (LMIC). The participants supported implementing a national lifesaving skills program in schools and colleges. However, the participants expressed that support is needed by the government for sustainability, integrating lifesaving skills into the school curriculum, providing legal support to the bystanders, and creating awareness among the general public.
摘要：
目的：本研究的目的是探索教师的感知，家长和学生关于实施基于学校的救生技能计划，并帮助预测潜在的障碍和解决方案。
方法：这项定性探索性研究在卡拉奇进行，巴基斯坦,从2020年12月至2021年10月。我们包括学生，教师,和中学的父母(八年级，IX,和X）和卡拉奇的高中学生（XI和XII年级），巴基斯坦的公立和私立学校和学院。我们选择了一个公众，两个半私人，还有两所私立学校.我们招募了学生，教师,和父母通过方便抽样。我们与学生进行了15次焦点小组讨论（FGD），六个FGD和老师在一起，与父母进行了18次深度访谈（IDI）。我们从录音中转录数据，并将其翻译成英语。最后,我们使用主题分析手动分析数据.
结果：这项研究发现，旁观者执行救生技能的主要障碍是缺乏知识，害怕法律介入，害怕用不正确的技术伤害病人，社区利益相关者之间缺乏同理心，和性别偏见。然而,参与者对在学校实施救生技能培训持积极和支持的态度。他们建议在青少年早期开始学生培训，首选医务人员作为培训师，并建议经常使用英语/乌尔都语或乌尔都语进行小型会议，并通过理论和实践实践练习进行培训。此外，建议将培训纳入学校课程，使其可持续发展。最后,政府需要支持该计划，并使法律环境更有利于旁观者。
结论：本研究确定了低收入和中等收入国家（LMIC）在紧急情况下执行救生技能的重大障碍。参与者支持在学校和大学实施国家救生技能计划。然而,与会者表示，政府需要支持可持续性，将救生技能融入学校课程，为旁观者提供法律支持，并在公众中提高意识。
方法：这项定性探索性研究在卡拉奇进行，
结果：这项研究发现，旁观者执行救生技能的主要障碍是缺乏知识，
结论：本研究确定了低收入和中等收入国家（LMIC）在紧急情况下执行救生技能的重大障碍。
