CONCEPTION OF PHYSICAL EDUCATION STUDENTS ABOUT BASIC LIFE SUPPORT IN THE COVID-19 PANDEMIC SCENARIO

• DOI: 10.22533/at.ed.1593112310025

• Palavras-chave: Training process, Academic training, basic life support, knowledge, cardiopulmonary resuscitation.

• Keywords: Training process, Academic training, basic life support, knowledge, cardiopulmonary resuscitation.

• Abstract:

  Objective: To know the conception of physical education academics about BLS in the context of the COVID-19 pandemic. Methodology: Qualitative study with intervention with students of the Physical Education course at a Public University. Data collection was carried out through the application of pre-test questionnaires, followed by a semi-structured interview, intervention course and post-test questionnaire. The findings were submitted to Bardin's content analysis. Resolution 466/2012 of the National Health Council was observed at all stages. Results: There were 25 participants, of which 19 are women, 16 are aged between 20 and 25 years old, 18 are single, 18 declared themselves to be black. There were 5 academics from each semester, all duly enrolled and with the first aid course completed. It was found 16 academics who do not participate in any research and extension center and 13 have already participated in events or training on Basic Life Support, without due updates regarding BLS in the context of the covid-19 pandemic. Three categories also emerged from the analyses: 1) Conception of physical education students about Basic Life Support, which was accompanied by a subcategory: “Self-perception of students about the limitation of knowledge about and its impacts”; 2) Difficulties of physical education students regarding the BLS theme in the context of the covid-19 pandemic; 3) Paths and strategic possibilities for the qualified performance of physical education students regarding the BLS in the scenario of the covid-19 pandemic. Conclusion: The academics' conception of BLS is still limited, especially in the context of the COVID-19 pandemic. In addition, incomplete and ineffective knowledge impacts on insecurity and exclusion of professionals in their work with CRA.