Study on the Attitudes and Knowledge of Teachers and Future Teachers about Immediate Health Care Measures at School
Abstract
:1. Introduction
- -
- To develop conclusions about the content validity of the designed instrument through the agreement of a panel of experts.
- -
- To analyze the psychometric properties of the designed questionnaire in order to calculate its reliability and to approach its internal structure by means of the Exploratory Factor Analysis.
2. Materials and Methods
2.1. Procedure
2.2. Design and Sample
2.3. Instrument
2.4. Data Analysis
- -
- It should be consistent with the nature of the items, using appropriate software. In this case, polytomous items [45] (with Likert scale according to degree of agreement: D, PA, A, TA) and the SPSS 25.0 AMOS V.25.0 program were used.
- -
- The adequacy of the data should be checked at least by means of the KMO test (which relates the correlation coefficients observed between the variables). It would be adequate with values between 0.7–0.79 and satisfactory with values > 0.8. Bartlett’s test is considered acceptable with a significance (p-value) < 0.05.
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Template of the Administered Questionnaire for Attitude towards First Aid Knowledge Questionnaire (AFAK-Q)
Indicate what is your option: Student Teachers Active Teachers | ||||
Sex: Mujer Hombre | ||||
Age: ______ | ||||
University degree they were studying faculty/university: | ||||
Early Childhood Education Degree | ||||
Degree in elementary education | ||||
Double Degree in Early Childhood Education and Primary Education | ||||
Double Degree in Primary Education and Physical Activity and Sports Sciences | ||||
Others___________________________________________________________ | ||||
Name of faculty/university: _____________________________________________ | ||||
Province: ______________________________________________________________ | ||||
If you are an Active Teacher, years of experience: ____________________________ | ||||
SPECIFIC QUESTIONS ABOUT FIRST AID | ||||
1. Have you previously taken specific first aid courses? Yes No | ||||
2. If so, where did you do it? | ||||
In a specific subject of First Aid of the University Curriculum | ||||
In a part of a subject of the University Curriculum | ||||
Through conferences, congresses from the University | ||||
Through official training outside the University Degree | ||||
Through a course from an external entity | ||||
3. How long ago did you receive this training with content in First Aid? | ||||
Less than 1 year ago | ||||
1–2 years ago | ||||
3–5 years ago | ||||
More than 5 years ago | ||||
From 1 to 4, with 1 being nothing and 4 being quite, following questions: | ||||
ITEMS | Nothing (1) | Little (2) | Enough (3) | Quite (4) |
4. How do you consider your KNOWLEDGE LEVEL in First Aid | ||||
5. How do you consider your level of PREPARATION TO ACT CORRECTLY in a situation that requires first aid | ||||
6. Importance that you attribute to first aid for your work or future work as a teacher. | ||||
Rate from 1 to 4 the degree of importance that you attribute to first aid for your work or future work as a teacher. | ||||
ITEMS | Disagree (1) | Partially Agree (2) | Agree (3) | Total Agree (4) |
8: Do you think that the methodology used to train you in First Aid should be based on face-to-face classes with practical cases? | ||||
11. If a student receives a blow to the nose and it starts to bleed, should we compress the wing of the nose of the office where it bleeds for 5–7 min? | ||||
12. When there is a MILD CONTUSION (blow or “bump”), should local cold be applied? | ||||
14. Faced with a student who, after a fall, complains of a lot of pain in a limb, cannot move it and also seems to be deformed, do you think we should not move it? | ||||
15. A 10-year-old boy collides with another boy and, as a result, a tooth falls out on the floor and bleeds from the mouth. Would you tell him to rinse with very cold water and press down on the gum by biting down on a piece of sterile gauze? (in addition to calling the family to take him urgently to the dentist) | ||||
16. If a student accidentally suffers an amputation (for example, of a finger), would you press the wound with gases or clean cloths until 112 arrived? | ||||
17. In the event of a heat burn, during the first few minutes, should we keep the area under running water for at least 5–10 min? | ||||
18. In the event of a seizure, is it important to control the duration of the seizure while 112 arrives? | ||||
19. If a known diabetic student begins to “feel bad”, with weakness or intense irritability, dizziness, confusion, paleness, sweating, nausea … and we cannot differentiate between very high levels of sugar or very low levels, we must call to 112 and to the family. | ||||
20. You are a physical education teacher. In the middle of the class, one of the girls who was running, begins with an intense cough and shortness of breath. She tells you that she is asthmatic and that she has the “VentolínR” in her backpack. At the beginning of the course, the parents informed you that their daughter knows how to use said medication and that she needs it on occasion, they also provided you with a written medical report indicating that she may need this medication during exercise. Would you tell her to self-administer VentolínR? | ||||
21. During Physical Education class on a hot day, while the students are running in the playground, one of them falls to the ground (passes out), without moving or getting up. When you come running to his side, he has just opened his eyes and is able to sit up, but he tells you that he is a little dizzy. Would you keep him lying down with his legs elevated, preferably in a shady place, until they took him away? | ||||
22. You are in the schoolyard and suddenly two children come running to tell you that another student is lying on the ground and does not react or get up. If he doesn’t answer when I touch or call him, I would check if he is breathing and call 112 | ||||
23. To find out if a person is breathing, would you uncover the chest and see if it moves? | ||||
25. Should we call 112 and the family if a 6-year-old student is unconscious on the floor and we have verified that he is NOT breathing? | ||||
27. Should the hands be positioned in the center of the chest, on the lower half of the sternum, to perform the cardiac massage? | ||||
28. You are at breakfast time and one of your students (who was eating a ham sandwich) starts coughing non-stop, to the point that the cough becomes weak, he cannot speak and puts his hands around his neck. Would you alternate 5 back snaps and 5 abdominal thrusts (Heimlich)? | ||||
29. If a person who is choking, loses consciousness. Would you start CPR (heart massage and breaths)? | ||||
Note: Items 7,9,10,13,24 and 26 have been eliminated, but the original numbering has been left for a better understanding of the established grouping of factors. | ||||
ITEMS | YES | NO | ||
30. Would you know how to perform the head-chin maneuver to keep the airway open (and facilitate the passage of air)? | ||||
31. Do you know what a Semi-Automatic External Defibrillator is? (DESA) | ||||
32. Would you know how to use it and follow its instructions correctly? Deleted | ||||
33. Faced with a child who suffers an allergic reaction and has his injectable, would you know how to apply it? | ||||
Note: Item 34 has been eliminated. |
References
- Monsieurs, K.G.; Nolan, J.P.; Bossaert, L.L.; Greif, R.; Maconochie, I.K.; Nikolaou, I.N.; Perkins, G.; Soar, J.; Truhlár, A.; Wyllie, J.; et al. European Resuscitation Council Guidelines for Resuscitation; Section 1. Executive Summary. Resuscitation 2015, 95, 1–80. [Google Scholar] [CrossRef] [PubMed]
- Wilks, J.; Pendergast, D. Skills for life: First aid and cardiopulmonary resuscitation in schools. Health Educ. J. 2017, 76, 1009–1023. [Google Scholar] [CrossRef]
- Del Olmo, O. Primeros auxilios en centros Públicos de Educación Infantil y Primaria: Conocimientos en profesores de Ciudad real capital. Rev. Enfermería Comunitaria 2018, 14, 1–7. [Google Scholar]
- Legislación Consolidada. Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria. Boletín Of. Estado 2014, 52, 2222–2223. [Google Scholar]
- Rodriguez-Lorenzo, L.; Ruibal-Lista, B.; Toro, S. First aid in the curriculum of compulsory education in Spain. Sportis 2020, 6, 365–389. [Google Scholar]
- ORDEN ECI/3854/2007, de 27 de Diciembre, Por la Que se Establecen los Requisitos Para la Verificación de los Títulos Universitarios Oficiales Que Habiliten Para el Ejercicio de la Profesión de Maestro en Educación Infantil. Available online: https://www.boe.es/diario_boe/txt.php?id=BOE-A-2007-22446 (accessed on 8 January 2022).
- ORDEN ECI/3857/2007, de 27 de Diciembre, Por la Que se Establecen los Requisitos Para la Verificación de los Títulos Universitarios Oficiales Que Habiliten Para el Ejercicio de la Profesión de Maestro en Educación Primaria. Available online: https://www.boe.es/diario_boe/txt.php?id=BOE-A-2007-22449 (accessed on 15 March 2022).
- Olmos Gómez, M.D.C.; Pais Roldán, P.; Tierno Antón, A. Situación de la formación Universitaria en primeros auxilios de los futuros docentes en España. Index Enfermería 2020, 29, 91–95. [Google Scholar] [CrossRef]
- Díaz, H.; Arias, M.M. Necesidad percibida del profesorado de Educación Infantil, Primaria y Secundaria sobre formación en salud e implantación de la figura de enfermería escolar. Metas Enfermería 2018, 21, 5–12. [Google Scholar]
- Iserbyt, P.; Theys, L.; Ward, P.; Charlier, N. The effect of a specialized content knowledge workshop on teaching and learning Basic Life Support in elementary school: A cluster randomized controlled trial. Resuscitation 2017, 112, 17–21. [Google Scholar] [CrossRef]
- Kisser, R.; Walters, A.; Rogmans, W.; Turner, S.; Lyons, R. Injuries in the European Union 2013–2015; Eurosafe: Viena, Austria, 2017. [Google Scholar]
- Mayayo, E.L.; Mayayo, J.L.; Romaní, J.R. Daños no intencionados en la escuela. Estudio de su incidencia en escolares de Cataluña. Educar 2014, 50, 243–263. [Google Scholar]
- Onís, E.; Varona, I.; Gil, M.; Felici, C.; Embis, P. Lesiones no intencionadas en el centro escolar: ¿de qué estamos hablando? Rev. Pediatr. Aten. Primaria 2015, 17, 333–339. [Google Scholar] [CrossRef]
- Raess, L.; Darms, A.; Meyer-Heim, A. Drowning in Children: Retrospective Analysis of Incident Characteristics, Predicting Parameters, and Long-Term Outcome. Children 2020, 7, 70. [Google Scholar] [CrossRef] [PubMed]
- Mpotos, N.; Iserbyt, P. Children saving lives: Training towards CPR excellence levels in chest compression based on age and physical characteristics. Resuscitation 2017, 121, 135–140. [Google Scholar] [CrossRef] [PubMed]
- Baginska, J.; Rodakowska, E.; Kobus, A.; Kierklo, A. The role of Polish school nurses in the oral health promotion for 7–19 year-old children and adolescents. Arch. Paediatr. Dent. 2021, 22, 265–272. [Google Scholar] [CrossRef] [PubMed]
- Fernández, M.C.; Lozano, A.; López, C.; Esteban, C. Necesidades sanitarias sentidas por profesorado de Educación Primaria en el contexto de las enfermedades crónicas. Nuberos Científica 2021, 5, 20–26. [Google Scholar]
- Casado-Robles, C.; Guijarro-Romero, S.; Mayorga-Vega, D. El uso de monitores de actividad física para prevenir la inactividad física y la conducta sedentaria desde el contexto escolar. In Conductas de Riesgo en Adolescentes Desde una Perspectiva Multidisciplinar; Pérez-Fuentes, M.C., Molero-Jurado, M.M., Martos Martínez, Á., Barragán Martín, A.B., Simón Márquez, M.M., Sisto, M., Tortosa Martínez, B.M., Eds.; ASUNIVEP: Almeria, Spain, 2021; pp. 179–186. [Google Scholar]
- Abelairas-Gómez, C.; Schroeder, D.C.; Carballo-Fazanes, A.; Böttiger, B.W.; López-García, S.; Martínez-Isasi, S.; Rodríguez-Núñez, A. KIDS SAVE LIVES in schools: Cross-sectional survey of schoolteachers. Eur. J. Pediatr. 2021, 180, 2213–2221. [Google Scholar] [CrossRef]
- Nonide, M.; Postigo, A.; Argüelles, J.; Vigil, R.; Poyán, A.; García, J.A. Cardio-pulmonary resuscitation (CPR) in children between 5 and 8 years old: Psychometric properties of nonide scale. Psicothema 2021, 33, 337–344. [Google Scholar]
- Mpotos, N.; Vekeman, E.; Monsieurs, K.; Derese, A.; Valcke, M. Knowledge and willingness to teach cardiopulmonary resuscitation: A survey amongst 4273 teachers. Resuscitation 2013, 84, 496–500. [Google Scholar] [CrossRef]
- Brito, J.G.; Oliveira, I.P.D.; Godoy, C.B.D.; França, A.P.D.S.J.M. Effect of first aid training on teams from special education schools. Rev. Bras. Enferm. 2020, 73, e20180288. [Google Scholar] [CrossRef] [Green Version]
- Abelairas-Gómez, C.; Carballo-Fazanes, A.; Martínez-Isasi, S.; López-García, S.; Rico-Díaz, J.; Rodríguez-Núñez, A. Conocimiento y actitudes sobre primeros auxilios y soporte vital básico de docentes de Educación Infantil y Primaria y los progenitores. An. Pediatr. 2020, 92, 268–276. [Google Scholar] [CrossRef]
- Diaz, L.A. Primeros auxilios en centros educativos. Rev. Univ. Inf. RUNIN 2021, 12, 44–51. [Google Scholar]
- Llorent-Bedmar, V.; Cobano-Delgado, V. La formación en educación para la salud del alumnado universitario del grado de educación infantil en España. Ciência Saúde Coletiva 2019, 24, 3067–3078. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- López-Felpeto Beres, R.; Navarro-Patón, R.; Basanta-Camiño, S. Formación y actitud del profesorado de educación física en educación Primaria con respecto a los primeros auxilios en la provincia de Lugo. Trances 2015, 7, 91–112. [Google Scholar]
- Abraldes, J.A.; Ortín, A. Conocimiento en primeros auxilios de los profesores de Educación Física en E.S.O. Rev. Int. Med. Cienc. Act. 2010, 10, 271–283. [Google Scholar]
- Semicyuc. Available online: https://semicyuc.org/formacion/ (accessed on 11 July 2021).
- Miró, Ò.; Jiménez-Fábrega, X.; Díaz, N.; Coll-Vinent, B.; Bragulat, E.; Jiménez, S.; Sánchez, M. Programa de Reanimación cardiopulmonar Orientado a Centros de Enseñanza Secundaria (PROCES): Análisis de los resultados del estudio piloto. Med. Clín. 2005, 124, 4–9. [Google Scholar] [CrossRef] [PubMed]
- Olmos-Gómez, M.D.C.; Ruiz-Garzón, F.; Pais-Roldán, P.; López-Cordero, R. Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare. Healthcare 2021, 9, 367. [Google Scholar] [CrossRef]
- Escofet, A.; Folgueiras, P.; Luna, E.; Palou, B. Elaboración y validación de un cuestionario para la valoración de proyectos de aprendizaje-servicio. Rev. Mex. Investig. Educ. 2016, 21, 929–949. [Google Scholar]
- Tangarife, J.L.; Arias, J.A.C. Construcción y validación de escalas de medición en salud: Revisión de propiedades psicométricas. Arch. Med. 2015, 11, 1. [Google Scholar]
- Prieto, G.; Delgado, A. Fiabilidad y validez. Pap. Del Psicólogo 2010, 31, 67–74. [Google Scholar]
- Argibay, J. Técnicas psicométricas. Cuestiones de validez y confiabilidad. Subj. Procesos Cogn. 2006, 8, 15–33. [Google Scholar]
- Lloret-Segura, S.; Ferreres-Traver, A.; Hernández-Baeza, A.; Tomás-Marco, I. El análisis factorial exploratorio de los ítems: Una guía práctica, revisada y actualizada. Ann. Psychol. 2014, 30, 1151–1169. [Google Scholar] [CrossRef]
- Vidal, F.J.L.; Lluch, A.C. Diseño y validación mediante Método Delphi de un cuestionario para conocer las características de la actividad física en personas mayores que viven en residencias. Retos Nuevas Tend. Educ. Física Deporte Recreación 2019, 36, 515–520. [Google Scholar]
- Riaño, C.E.; Palomino, M. Diseño y elaboración de un cuestionario acorde con el método Delphi para seleccionar laboratorios virtuales (LV). Sophia 2015, 11, 129–141. [Google Scholar]
- Cabero, J.; Barroso, J. La utilización del juicio de experto para la evaluación de TIC: El coeficiente de competencias experta. Bordón 2013, 65, 25–38. [Google Scholar] [CrossRef] [Green Version]
- Boza, A.; Méndez, J.M. Aprendizaje motivado en alumnos universitarios: Validación y resultados generales de una escala. Rev. Investig. Educ. 2013, 31, 331–347. [Google Scholar]
- Mérida, R.; Serrano, A.; Tabernero, C. Diseño y validación de un cuestionario para la evaluación de la autoestima en la infancia. Rev. Investig. Educ. 2015, 33, 149–162. [Google Scholar] [CrossRef] [Green Version]
- Almonacid-Fierro, A.; Feu, S.; Vizuete, M. Validación de un cuestionario para medir el Conocimiento Didáctico del Contenido en el profesorado de Educación Física. Retos Nuevas Tend. Educ. Física Deporte Recreación 2018, 34, 132–137. [Google Scholar]
- Olmos-Gómez, M.D.C.; Luque-Suárez, M.; Ferrara, C.; Cuevas-Rincón, J.M. Analysis of Psychometric Properties of the Quality and Satisfaction Questionnaire Focused on Sustainability in Higher Education. Sustainability 2020, 12, 8264. [Google Scholar] [CrossRef]
- Cronbach, L.J. Essentials of Psychological Testing; Harper and Row: New York, NY, USA, 1990. [Google Scholar]
- Olmos-Gómez, M.D.C.; Luque-Suárez, M.; Mohamed-Mohamed, S.; Cuevas-Rincón, J.M. Validation of the Smart City as a Sustainable Development Knowledge Tool: The Challenge of Using Technologies in Education during COVID-19. Sustainability 2020, 12, 8384. [Google Scholar] [CrossRef]
- Lara, S.A.D. ¿Ítems Politómicos o Dicotómicos? Un estudio empírico con una escala unidimensional. Rev. Argent. Cienc. Comport. 2013, 5, 30–37. [Google Scholar]
- López-Aguado, M.; Gutiérrez-Provecho, L. How to perform and interpret an exploratory factor analysis using SPSS Statistics. Rev. D’innovació I Recer. Educ. 2019, 12, 1. [Google Scholar]
- Martínez-Martínez, A.; Olmos-Gómez, M.D.C.; Tomé-Fernández, M.; Olmedo-Moreno, E.M. Analysis of psychometric properties and validation of the personal learning environments questionnaire (PLE) and social integration of unaccompanied foreign minors (MENA). Sustainability 2019, 11, 2903. [Google Scholar] [CrossRef] [Green Version]
- Bandalos, L.D.; Finney, S.J. Factor analysis: Exploratory and confirmatory. In The Reviewer’s Guide to Quantitative Methods in the Social Sciences, 2nd ed.; Routledge: New York, NY, USA, 2018; pp. 98–122. [Google Scholar]
- George, D.; Mallery, P. SPSS for Windows Step by Step: A Simple Guide and Reference, 3rd ed.; Allyn & Bacon: Boston, MA, USA, 2000. [Google Scholar]
- Tabachnick, B.G.; Fidell, L.S.; Ullman, J.B. Using Multivariate Statistics, 7th ed.; Pearson: Boston, MA, USA, 2007. [Google Scholar]
- Freiberg-Hoffmann, A.; Stover, J.B.; De la Iglesia, G.; Fernández-Liporace, M. Correlaciones policóricas y tetracóricas en estudios factoriales exploratorios y confirmatorios. Cienc. Psicológicas 2013, 7, 151–164. [Google Scholar] [CrossRef]
Item | SD | Asymmetry | Kurtosis | |
---|---|---|---|---|
7 | 3.192 | 0.912 | −0.874 | −0.193 |
8 | 3.813 | 0.457 | −2.777 | 9.187 |
9 | 2.550 | 1.090 | −0.165 | −1.269 |
10 | 2.490 | 1.083 | 0.023 | −1.273 |
11 | 2.855 | 1.093 | −0.502 | −1.067 |
12 | 3.521 | 0.752 | −1.711 | 2.672 |
13 | 2. 372 | 1.177 | 0.133 | −1.481 |
14 | 3.404 | 0.801 | −1.384 | 1.494 |
15 | 3.198 | 0.947 | −0.977 | −0.048 |
16 | 3.288 | 0.826 | −1.089 | 0.718 |
17 | 3.171 | 0.936 | −0.912 | −0.130 |
18 | 3.516 | 0.759 | −1.664 | 2.419 |
19 | 3.777 | 0.549 | −2.516 | 6.055 |
20 | 3.449 | 0.810 | −1.442 | 1.481 |
21 | 3.490 | 0.748 | −1.547 | 2.107 |
22 | 3.702 | 0.608 | −2.334 | 5.831 |
23 | 2.743 | 1.153 | −0.254 | −1.410 |
24 | 3.763 | 0.595 | −2. 873 | 8.602 |
25 | 3.387 | 0.860 | −1.236 | 0.575 |
26 | 2.036 | 1.052 | 0.577 | −0.956 |
27 | 3.243 | 1.008 | −1.110 | −0.006 |
28 | 3.422 | 0.803 | −1.329 | 1.096 |
29 | 3.605 | 0.717 | −1.913 | 3.222 |
30 | 1.464 | 0.499 | 0.170 | −1.981 |
31 | 1.719 | 0.455 | −0.927 | −1.147 |
32 | 1.304 | 0.457 | 0.899 | −1.198 |
33 | 1.512 | 0.501 | −0.041 | −2.009 |
34 | 1.371 | 0.482 | 0.562 | −1.693 |
Variables | Rotated Factorial Matrix | Rotated Factorial Matrix (Omitted the Lower Charges to 0.300) | ||||||
---|---|---|---|---|---|---|---|---|
F1 | F2 | F3 | F4 | F1 | F2 | F3 | F4 | |
ITEM 7 | 0.543 | −0.216 | 0.111 | −0.119 | 0.543 | |||
ITEM 8 | 0.617 | −0.214 | 0.075 | −0.132 | 0.617 | |||
ITEM 9 | −0.113 | 0.480 | 0.086 | −0.061 | 0.480 | |||
ITEM 10 1 | 0.050 | 0.257 | −0.202 | 0.223 | ||||
ITEM 11 | 0.101 | 0.721 | 0.091 | 0.014 | 0.721 | |||
ITEM 12 | 0.437 | 0.358 | −0.102 | 0.028 | 0.437 | 0.358 | ||
ITEM 13 1 | 0.035 | 0.193 | −0.151 | −0.647 | ||||
ITEM 14 | 0.323 | 0.125 | −0.009 | 0.274 | 0.323 | |||
ITEM 15 | 0.413 | 0.224 | 0.195 | 0.270 | 0.413 | |||
ITEM 16 | 0.321 | 0.571 | 0.078 | −0.025 | 0.321 | 0.571 | ||
ITEM 17 | 0.293 | 0.269 | −0.126 | 0.313 | 0.313 | |||
ITEM 18 | 0.534 | 0.264 | −0.050 | 0.293 | 0.534 | |||
ITEM 19 | 0.687 | 0.077 | −0.017 | 0.081 | 0.687 | |||
ITEM 20 | 0.544 | 0.091 | 0.113 | −0.099 | 0.544 | |||
ITEM 21 | 0.589 | 0.315 | −0.031 | 0.297 | 0.589 | 0.315 | ||
ITEM 22 | 0.629 | 0.176 | 0.082 | 0.043 | 0.629 | |||
ITEM 23 | 0.222 | −0.014 | 0.326 | −0.221 | 0.326 | |||
ITEM 24 | 0.567 | 0.106 | −0.086 | 0.121 | ||||
ITEM 25 | 0.323 | 0.475 | 0.245 | −0.176 | 0.323 | 0.475 | ||
ITEM 26 1 | 0.001 | 0.167 | −0.199 | −0.577 | ||||
ITEM 27 | 0.236 | 0.321 | 0.091 | 0.324 | 0.321 | 0.324 | ||
ITEM 28 | 0.442 | 0.386 | 0.176 | −0.167 | 0.442 | 0.386 | ||
ITEM 29 | 0.572 | 0.054 | 0.104 | 0.106 | 0.572 | |||
ITEM 30 | 0.081 | 0.197 | 0.706 | 0.103 | 0.706 | |||
ITEM 31 | 0.236 | 0.197 | 0.568 | 0.270 | 0.568 | |||
ITEM 32 | −0.049 | 0.008 | 0.720 | 0.080 | 0.720 | |||
ITEM 33 | −0.028 | 0.260 | 0.445 | 0.049 | 0.445 | |||
ITEM 34 | 0.009 | −0.314 | 0.479 | 0.037 | 0.479 |
Variables | F1 | F2 | F3 |
---|---|---|---|
Item 7 | 0.543 | ||
Item 8 | 0.617 | ||
Item 12 | 0.437 | ||
Item 14 | 0.323 | ||
Item 15 | 0.413 | ||
Item 17 | 0.293 | ||
Item 18 | 0.534 | ||
Item 19 | 0.687 | ||
Item 20 | 0.544 | ||
Item 21 | 0.589 | ||
Item 22 | 0.629 | ||
Item 28 | 0.442 | ||
Item 29 | 0.572 | ||
Item 9 | 0.480 | ||
Item 11 | 0.721 | ||
Item 16 | 0.571 | ||
Item 25 | 0.475 | ||
Item 27 | 0.321 | ||
Item 23 | 0.326 | ||
Item 30 | 0.706 | ||
Item 31 | 0.568 | ||
Item 32 | 0.720 | ||
Item 33 | 0.445 | ||
Item 34 | 0.479 | ||
Alfa (0.773) |
Factor 1 | Factor 2 | Factor 3 | |
---|---|---|---|
Factor 1: Attitude towards general knowledge in FA and learning methodology | 1 | ||
Factor 2: Attitude towards wounds and CPR algorithm (most frequent and/or severe events) | 0.422 ** | 1 | |
Factor 3: Self-perception of knowledge or skill in FA | 0.244 ** | 0.225 ** | 1 |
Model d | R | R2 | R2 Corrected | Standard Error | F | p de F | Dubin-Watson |
---|---|---|---|---|---|---|---|
1 | 0.835 a | 0.697 | 0.681 | 0.182 | 44.315 | <0.001 | 2.207 |
2 | 0.747 b | 0.558 | 0.535 | 0.219 | 24.319 | <0.001 | |
3 | 0.444 c | 0.197 | 0.155 | 0.297 | 4.694 | <0.001 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Pais-Roldán, P.; del Carmen Olmos-Gómez, M.; Cuevas-Rincón, J.M.; Luque-Suárez, M. Study on the Attitudes and Knowledge of Teachers and Future Teachers about Immediate Health Care Measures at School. Eur. J. Investig. Health Psychol. Educ. 2022, 12, 854-869. https://doi.org/10.3390/ejihpe12070062
Pais-Roldán P, del Carmen Olmos-Gómez M, Cuevas-Rincón JM, Luque-Suárez M. Study on the Attitudes and Knowledge of Teachers and Future Teachers about Immediate Health Care Measures at School. European Journal of Investigation in Health, Psychology and Education. 2022; 12(7):854-869. https://doi.org/10.3390/ejihpe12070062
Chicago/Turabian StylePais-Roldán, Paula, María del Carmen Olmos-Gómez, Jesús Manuel Cuevas-Rincón, and Mónica Luque-Suárez. 2022. "Study on the Attitudes and Knowledge of Teachers and Future Teachers about Immediate Health Care Measures at School" European Journal of Investigation in Health, Psychology and Education 12, no. 7: 854-869. https://doi.org/10.3390/ejihpe12070062