Febri Tri Andini, Erwinsyah, Apni Riama, Anipah Anipah

BANTUAN HIDUP DASAR (BHD) DI SMA N 3 BATANG HARI

Introduction

Bantuan hidup dasar (bhd) di sma n 3 batang hari. Pelatihan Bantuan Hidup Dasar (BHD) di SMA N 3 Batang Hari. Tingkatkan pengetahuan dan keterampilan siswa dalam penanganan gawat darurat dan pertolongan pertama.

Abstract

Background: Emergencies can occur to anyone, at any time and in any place. An emergency is a condition that requires immediate and appropriate action; failure to respond promptly may result in death. Basic Life Support (BLS) is an emergency procedure aimed at clearing the airway, assisting breathing, and maintaining blood circulation without the use of medical equipment.   Objective: The BLS training activity aims to enhance students' knowledge in providing first aid during emergency situations.   Method: The target of this study was 46 students of Grade XII at SMA Negeri 3 Batanghari. The methods used included lectures, discussions, and demonstrations.   Results: The BLS training provided students of Grade XII at SMA Negeri 3 Batanghari with information about choking and appropriate handling techniques.   Conclusion: The implementation of BLS training at SMA Negeri 3 Batanghari is a crucial step in improving    students' knowledge and skills in emergency response and management.   Key Word ;  Basic life support,  emergency, choked  

Review

The study, titled "BANTUAN HIDUP DASAR (BHD) DI SMA N 3 BATANG HARI," tackles a profoundly important public health issue: equipping high school students with Basic Life Support (BLS) skills. The abstract effectively highlights the critical need for immediate emergency response and positions BLS training as a vital component in saving lives. The objective to enhance students' knowledge in providing first aid is clear, relevant, and aligns well with the growing global emphasis on community-level emergency preparedness. Targeting high school students is a strategic choice, as they represent a demographic with significant potential to become first responders within their families and communities. However, the abstract presents significant shortcomings in its methodological description and, critically, in the reporting of its results. While the methods mention lectures, discussions, and demonstrations, it conspicuously lacks any detail on how the "enhancement of knowledge" was actually *measured*. Without a clear pre- and post-intervention assessment, or any form of quantitative evaluation tool, the claim of enhanced knowledge remains unsubstantiated. The results statement, "The BLS training provided students... with information about choking and appropriate handling techniques," is particularly weak. It merely indicates that information was delivered, not that knowledge was gained, retained, or that practical skills were acquired or improved. This absence of empirical data makes it impossible to assess the true impact and effectiveness of the training. In conclusion, while the initiative to implement BLS training in schools is highly commendable and addresses a crucial societal need, the abstract's current form does not provide sufficient evidence to demonstrate the intervention's success. For the full manuscript, it is imperative that the authors detail the specific assessment methods used (e.g., pre/post-tests for knowledge, practical skill evaluations), present quantitative data on the observed improvements in knowledge and skills, and discuss the statistical significance of these findings. Addressing these points would substantially strengthen the paper, provide clearer evidence of the training's impact, and offer actionable insights for other institutions considering similar vital programs.

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