Basic Life Support (BLS) Training Among Senior Secondary Students: A Narrative Review

Abstract

Introduction: Basic Life Support (BLS) is a crucial emergency intervention that significantly improves
survival in cases of cardiac arrest and other life-threatening conditions. Training laypersons, especially
senior secondary students, is an effective strategy to enhance early response, as they possess the
cognitive and physical ability to perform cardiopulmonary resuscitation (CPR) and can act as potential
first responders in community settings.
Material & Methods: A narrative review was conducted using electronic databases including PubMed,
Google Scholar, Scopus, and ResearchGate. Relevant studies published in English over the past 10–15
years were included. The review focused on senior secondary students (14–18 years) and evaluated
knowledge, skills, attitudes, and retention related to BLS training. Data were synthesized qualitatively
due to heterogeneity in study designs and outcome measures.
Result: Baseline knowledge of BLS among students was low, generally ranging between 10–30%.
Following training, knowledge and skill levels improved significantly to approximately 80–90% (p <
0.001). Confidence and willingness to perform CPR also increased markedly. However, skill retention
declined over time, with a reduction of about 20–30% observed within 3 to 6 months. Simulation-based
and instructor-led training methods demonstrated the highest effectiveness and retention compared to
other approaches.
Conclusion: BLS training among senior secondary students is highly effective in improving
knowledge, skills, and attitudes toward emergency care. However, regular refresher training is essential
to maintain long-term competency. Integrating BLS training into school curricula can play a vital role
in improving community response to emergencies and increasing survival rates.