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

Ano de publicación: 2020

Volume: 92

Número: 5

Páxinas: 268-276

Tipo: Artigo

Outras publicacións en: Anales de Pediatría: Publicación Oficial de la Asociación Española de Pediatría ( AEP )


Citas recibidas

  • Citas en Dialnet Métricas: 7 (02-10-2023)

JCR (Journal Impact Factor)

  • Ano 2020
  • Factor de impacto da revista: 1.5
  • Factor de impacto sen autocitas: 1.176
  • Article influence score: 0.311
  • Cuartil maior: Q4
  • Área: PEDIATRICS Cuartil: Q4 Posición na área: 100/129 (Edición: SCIE)

SCImago Journal Rank

  • Ano 2020
  • Impacto SJR da revista: 0.226
  • Cuartil maior: Q3
  • Área: Pediatrics, Perinatology and Child Health Cuartil: Q3 Posición na área: 201/330

Scopus CiteScore

  • Ano 2020
  • CiteScore da revista: 1.2
  • Área: Pediatrics, Perinatology and Child Health Percentil: 40

Journal Citation Indicator (JCI)

  • Ano 2020
  • JCI da revista: 0.47
  • Cuartil maior: Q3
  • Área: PEDIATRICS Cuartil: Q3 Posición na área: 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.