Conocimiento y actitudes sobre los primeros auxilios y soporte vital básico de docentes de Educación Infantil y Primaria y los progenitores

  1. Cristian Abelairas Gómez
  2. Aida Carballo Fazanes
  3. Santiago Martínez-Isasi
  4. Sergio López García
  5. Javier Rico Díaz
  6. Antonio Rodríguez Núñez
Anales de Pediatría: Publicación Oficial de la Asociación Española de Pediatría ( AEP )

ISSN: 1695-4033

Datum der Publikation: 2020

Ausgabe: 92

Nummer: 5

Seiten: 268-276

Art: Artikel

Andere Publikationen in: Anales de Pediatría: Publicación Oficial de la Asociación Española de Pediatría ( AEP )


Zitate erhalten

  • Zitate in Dialnet Metriken: 7 (02-10-2023)

JCR (Journal Impact Factor)

  • Jahr 2020
  • Impact Factor der Zeitschrift: 1.5
  • Impact Factor ohne Selbstzitierung: 1.176
  • Article influence score: 0.311
  • Höchstes Quartil: Q4
  • Bereich: PEDIATRICS Quartil: Q4 Position im Bereich: 100/129 (Ausgabe: SCIE)

SCImago Journal Rank

  • Jahr 2020
  • Impact SJR der Zeitschrift: 0.226
  • Höchstes Quartil: Q3
  • Bereich: Pediatrics, Perinatology and Child Health Quartil: Q3 Position im Bereich: 201/330

Scopus CiteScore

  • Jahr 2020
  • CiteScore der Zeitschrift: 1.2
  • Bereich: Pediatrics, Perinatology and Child Health Perzentil: 40

Journal Citation Indicator (JCI)

  • Jahr 2020
  • JCI der Zeitschrift: 0.47
  • Höchstes Quartil: Q3
  • Bereich: PEDIATRICS Quartil: Q3 Position im Bereich: 117/177


Objective The aim of this study was to evaluate the knowledge of first aid (FA) of primary and pre-school teachers and the parents of children in these education stages. Methods A questionnaire already used in previous publications was employed and consisted of 4 sections: 1) general information; 2) assessment of FA knowledge; 3) questions about FA, and 4) attitudes about FA. The questionnaire was sent by e-mail in Google Forms format to different education centres of the Autonomous Community of Galicia. The centres were asked to send them to the school staff and parents of the pupils so that they could be completed. Results A total of 470 questionnaires were analysed (177 teachers; 242 parents and 51 teachers with children). More than half (268, 57%) of the participants stated to have knowledge of FA. In the case of the teachers, a relationship was found between having this information and teaching these contained in the classroom (P = .008). Only 4 participants managed to arrange the basic life support sequence, and none of them correctly answered the questions on cardiopulmonary resuscitation. More than 95% of the sample considered it necessary to include FA in the school curriculum and in the study plans of degrees destined for teacher training. Conclusions The majority of teachers and parents had training in FA, although none of them responded correctly to the questions related to basic life support. The inclusion of these contents in school curricula would be recommendable, but it requires training the teaching staff beforehand. The inclusion of these contents in university study plans should be a measure to take into account.