Knowledge of Basic Life Support Among Public School Teachers: Basis for an Action Plan

Abstract

The necessity of assessing Basic Life Support (BLS) knowledge among public school teachers ensures their preparedness to handle medical emergencies. This study aimed to assess the Basic Life Support (BLS) knowledge of public school teachers in a district in Central Visayas during the School Year 2022–2023 as a basis for an action plan. Quantitative data were collected from 64 teacher-respondents using a validated researcher-made questionnaire. The study examined the respondents' knowledge of vital signs, emergency procedures, and cardiopulmonary resuscitation (CPR), considering their age, sex, civil status, and length of service. Most respondents were younger, female, married, and had shorter lengths of service. Results showed that teachers had moderate knowledge of vital signs and emergency procedures but low knowledge of CPR. When grouped by profile variables, BLS knowledge in vital signs and emergency procedures remained moderate across all categories. In contrast, CPR knowledge varied: younger and male teachers showed moderate knowledge, while older, female, single, and married teachers showed low knowledge. Regarding service length, those with shorter experience had low CPR knowledge, while those with more extended experience had moderate knowledge. Statistical analysis found no significant difference in BLS knowledge across all areas when grouped by profile variables. Findings highlight the need for targeted BLS training programs to enhance teachers’ emergency response skills.