ASSESSMENT OF PEDIATRIC FIRST AID KNOWLEDGE, ATTITUDE AND SKILL AMONG KINDERGARTEN TEACHERS IN ADDIS ABABA, ETHIOPIA

Abstract

Background: kindergarten age children are vulnerable to injuries. Since they spend much of their time in school, teachers providing first aid are paramount important.

Objective: To assess the knowledge, attitude and skill of kindergarten teachers towards delivering first aid measures to children who sustain accidents and emergencies in the school compound. Methodology: Across sectional study using stratified random sampling was conducted among kindergarten teachers in Addis Ababa, Ethiopia from December 2013 to August 2014. Pretested questionnaire was used after modifying from an instructor’s resource manual published by American Academy of Pediatrics. The passing score was set at 80% correct. On the skill part participants were requested to write a short note on how they performed. A logistic regression analysis was used to estimate the adjusted odds ratio between knowledge score and prior first aid training.

Results: In this study 423 teachers participated. There were 401 questionnaires appropriately completed. 388(97%) were females. 243(60.3%) gave first aid at least once. Only 11(2.7%) teachers achieved a passing score of 80% or higher. The average accuracy of questions regarding first aid for convulsion, fainting, choking and insect bite was 23.7%, 25.4%, 30.7% and 31.9%, respectively. Frequently provided first aid was for nasal bleeding 171(71%), cut, puncture or bleeding from wound 110(45.45%), and choking 67(27.7%). Almost all agreed that giving first aid was helpful and important to learn. A logistic regression analysis showed scores significantly higher among teachers who took first aid before, adjusted Odds Ratio (AOR), 6.678; 95% Confidence interval (CI); 1.424-31.323 P-value = p=0.018).

Conclusion: The level of knowledge, attitude and skill of first aid practice among kindergarten teachers in Addis Ababa is low. There is a need to train teachers regarding first aid