Purpose: Schoolteachers are the main people to provide first aid in cases of health-related emergencies during school hours. In this review, we aimed to synthesize teachers' knowledge and attitudes about first aid in Saudi schools.
Methods: This systematic review was carried out in line with The Preferred Reporting of Items for Systematic Reviews (PRISMA) guidelines. PubMed (via MEDLINE), CINAHL, and the Cochrane databases were searched between January and March 2021. Studies were eligible for inclusion if they were (1) published in English, (2) conducted in school-based settings, (3) involved schoolteachers in Saudi Arabia, and (4) investigated first-aid knowledge and practice or assessed the effects of first-aid training interventions. The methodological quality was assessed using the Joanna Briggs Institute Critical Appraisal Checklist for Cross Sectional Studies.
Results: A total of 15 studies were considered for this review with a total of 7266 schoolteachers. The majority of the included studies were of good quality. Most studies showed that teachers had inadequate knowledge of health-related emergencies in schools. Fourteen cross-sectional studies and one interventional study related to Saudis schoolteachers' first-aid knowledge and attitudes were included. Most of the participants had a supportive attitude toward students with health-related issues and were willing to attend first-aid training.
Conclusion: As a result of teachers' inadequate knowledge of first aid, accessible training packages for schoolteachers and administrators should be developed. Further interventional studies that include both male and female teachers, use validated tools, and include wider regions of Saudi Arabia are strongly recommended.
Keywords: attitudes; education; first aid; knowledge; schoolteachers; systematic review; trauma.
© 2023 Alsulami.