Basic Life Support and Resuscitation-Related Knowledge, Situation, and Attitudes Questionnaire

Abstract

The Basic Life Support and Resuscitation-Related Knowledge, Situation, and Attitudes Questionnaire (Gradvohl et al., 2023) was created to evaluate adolescents’ understanding of how to use basic life support (BLS) and resuscitation in real-world circumstances. The questions were created using literature reviews. The following domains are included: Part I (General information [socio-demographic, 3 items; health behavior, 10 items; and previous BLS training, 1 item]), Part II (BLS [knowledge, 36 items; situation, 2 items; and attitude, 8 items]). Data were gathered in Hungary from primary and secondary school students who took part in BLS education initiatives. A total of eight knowledge items were effective, based on the test-retest and difficulty index. The test-retest reliability and validity findings were reported.

Keywords

Attitudes, Basic Life Support, Knowledge, Primary School Students, Resuscitation, Secondary School Students

Authors

Gradvohl, Edina; Lukács, Ágnes J.; Takács, Johanna; Fritúz, Gábor; Falus, András; Feith, Helga Judit

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Purpose

This questionnaire aims to assess the efficacy of an educational program on basic life support for primary and secondary school students regarding their knowledge of life support and resuscitation.

Validity

Test Validity: Two measurements showed a strong, positive correlation between situation items. Six attitude items had a moderate positive significant Pearson’s product-moment correlation coefficient, one item had a strong positive correlation, and one item had a non-significant correlation. The item difficulty index on Knowledge was determined using the subsample of participants who had no prior experience with life support in order to rule out response bias (n = 123). According to the findings, nine items were within the acceptable range, and between 20% and 80% of participants correctly answered the questions. Fifteen items were out of range (14 items > 80%, 1 item < 20%).

Reliability

Test-Retest Reliability: After a 10-day break, eight of the 36 statements showed a lower r than 0.4 (non-reliable items), nine showed a moderate (0.4< r < 0.7) correlation, and ten showed a strong (r > 0.7) test-retest correlation (reliable items).

Factor Analysis

No factor analysis was indicated.

Instrument

• Test Type: Original, Inventory/Questionnaire

• Format: The instrument is comprised of the following domains: Part I (General information [socio-demographic, 3 items; health behavior, 10 items; and previous BLS training, 1 item]), Part II (BLS [knowledge, 36 items; situation, 2 items; and attitude, 8 items]).

• Language Available: English

• Population Group: Human, Male, Female

• Age Group: Childhood (birth-12 yrs), School Age (6-12 yrs), Adolescence (13-17 yrs)

• Population Details: Respondents were Primary School Students and Secondary School Students in Hungary.

• Test Methodology: Test Validity, Test Reliability, Test-Retest Reliability

Keywords

Attitudes, Basic Life Support, Knowledge, Primary School Students, Resuscitation, Secondary School Students

Authors

• Gradvohl, Edina:

  • Affiliation: Faculty of Health Sciences, Semmelweis University

  • Email address: [email protected]

  • Correspondence Address: Semmelweis University, Faculty of Health Sciences, Vas street 18, Budapest, Hungary, H-1088, [email protected]

• Lukács, Ágnes J.:

  • Affiliation: Faculty of Health Sciences, Semmelweis University

• Takács, Johanna:

  • Author ORCID Identifier: orcid.org/0000-0002-8709-8826

  • Affiliation: Faculty of Health Sciences, Semmelweis University

• Fritúz, Gábor:

  • Affiliation: Department of Anesthesiology and Intensive Therapy, Semmelweis University

• Falus, András:

  • Affiliation: Department of Genetics, Cell, and Immunobiology, Semmelweis University

• Feith, Helga Judit:

  • Author ORCID Identifier: orcid.org/0000-0001-8855-5059

  • Affiliation: Faculty of Health Sciences, Semmelweis University

Permissions & Fee and Test Year

• Permissions: May use for Research/Teaching.

• Commercial Use: No

• Fee: No

• Test Year: 2023

• Website: creativecommons.org/licenses/by/4.0/deed.en

References

Gradvohl, E., Lukács, Á. J., Takács, J., Fritúz, G., Falus, A., & Feith, H. J. (2023). Development and validation of the questionnaire on resuscitation-related knowledge and attitude for adolescents. Evaluation and Program Planning, 100, 1–9. doi.org/10.1016/j.evalprogplan.2023.102338

Items of the Basic Life Support and Resuscitation-Related Knowledge, Situation, and Attitudes Questionnaire

This is a 16-item measure. The majority of metadata for this record was created from the source reference: Gradvohl, E., Lukács, Á. J., Takács, J., Fritúz, G., Falus, A., & Feith, H. J. (2023). Development and validation of the questionnaire on resuscitation-related knowledge and attitude for adolescents. Evaluation and Program Planning, 100, 1–9. doi.org/10.1016/j.evalprogplan.2023.102338. The test items are available in Figure 3, Page 7 of the source.

 

Basic Life Support and Resuscitation-Related Knowledge, Situation, and Attitudes Questionnaire

Items

Knowledge

• K13: How many chest compressions should be given to someone who is unconscious and not breathing?

• K14-5: If you have an automated defibrillator (resuscitation device), anyone can use it, turn it on, and follow its instructions.

• K15-1: You have to tell your name when you call the ambulance.

• K16-3: Do you need to start resuscitation if someone’s side is paralyzed and they are trying to talk with difficulty?

• K16-4: Do you need to start resuscitation if someone breathes very fast?

• K16-7: Do you need to start resuscitation if, instead of breathing, we see and hear snoring, especially if suddenly turning the head back?

• K17: How deep should the chest be pushed during an adult’s resuscitation?

• K18-3: What is the AED used for?

Situation, Attitude

• S2: In this situation, if necessary, would you start CPR (i.e., apply chest compressions) on the man?

• AI1: It is important for me to have the basic knowledge of first aid so that I can help people in need.

• AI2: A child can be expected to help someone in need.

• AI3: Anyone who does not help someone in distress, even if they have the opportunity, should be punished.

• AI5: At a given moment, we may have more important things to do than stopping to give someone first aid.

• AI6: It would be depressing if I could not participate in the care of a troubled person while I was there.

• AI7: I only help a person in trouble if I hope it will make their condition better.

• AI8: It would be a good thing if every child could provide first aid.