Basic cardiopulmonary resuscitation program for high school students (PROCES): Results from the pilot program

PROCES was supported in part by Nestlé Espana SA. Study objectives: Programa de Reanimacio cardiopulmonar Orientat a Centres dʹEnsenyanca Secundaria (PROCES) is aimed at teaching basic cardiopulmonary resuscitation (CPR) to teenagers in high school. The aim was to analyze results obtained from the pilot program. Methods: PROCES was split in 7 sessions. Specific concepts, methods, and attitudes pointed out in each session had to be reached by students. The first 4 sessions and the seventh session were prepared to be taught by teachers of high school. Health providers were in charge of teaching the fifth and sixth sessions, which included how to perform basic CPR. To assess the degree of studentsʹ learning, they took a 20-question test before (PRE-PROCES) and after (POST-PROCES) the program. The test was divided into 2 parts: 10 questions related to basic CPR concepts and 10 questions about basic CPR skills. Finally, students were requested to rate the program from 0 to 10. These data, along with epidemiologic characteristics from the first 250 students, were collected and analyzed. Results are presented in percentages and mean (SD). Results: Students were 14 years old (36%), 15 years old (40%), 16 years old (22%), and 17 years or older (2%). Fifty-five percent were male students, 18% would like to study a health-related course at the university, 39% did not pass at least 1 subject within the past school year, and 13% had previously taken a first aid or similar course. For the PRE-PROCES test, the mean score (>20 points) was 8.6 (2.8): 4.2 (1.5) in concepts and 4.4 (1.5) in skills. After PROCES, scores improved up to 14.2 (3), with 6.1 (1.9) in concepts and 8.2 (1.6) in skills (P<.001 for all comparisons). There were no differences between sex, intention to study a health-related course, and having failed any subject. However, students who had previously taken a first aid course got significantly better scores in the test and the skills sections. These differences disappeared after PROCES completion. Students rated the theoretical part as 7.9 (1.1), the skills part as 8.2 (1.2), and the health providers as 8.4 (1.1). All 3 parts of the PROCES were rated significantly worse by students with at least 1 failed subject within the past school year. Conclusion: PROCES is a useful tool for teaching and improving teenagersʹ knowledge and skills in basic CPR. The level of skills reached by students was good, although the teaching of theoretical concepts should be improved. In general, PROCES was welcomed by students.