ASSESSING THE OUTCOME OF A STRUCTURED CARDIOPULMONARY RESUSCITATION TRAINING PROGRAM ON KNOWLEDGE AND PRACTICE OF SCHOOL TEACHERS IN AFRICA: A SCOPING REVIEW PROTOCOL

Cardiopulmonary resuscitation (CPR) is a critical life-saving intervention that restores circulation and breathing in individuals experiencing cardiac arrest or other life-threatening emergencies. While global evidence demonstrates the effectiveness of early bystander CPR in improving survival outcomes, Africa continues to experience low levels of CPR knowledge and training among both healthcare professionals and the general population. In particular, schoolteachers, who are often the first responders in cases of student emergencies, typically lack adequate CPR training. This gap represents a significant public health concern, as timely and competent response to emergencies in school settings can prevent unnecessary morbidity and mortality among children and adolescents. The purpose of this scoping review is to systematically map, evaluate, and synthesize existing evidence on structured CPR training programs for schoolteachers in African countries. Specifically, this review seeks to: (1) identify the components and instructional approaches used in CPR training programs targeting teachers, (2) assess the effectiveness of these programs in improving teachers’ theoretical knowledge and practical skills, and (3) explore gaps in current research, including long-term retention of CPR competencies, program sustainability, and contextual adaptation in African school settings. By consolidating evidence from peer-reviewed journals, grey literature, and other scholarly sources published between 2001 and 2024, this study aims to provide a comprehensive understanding of how CPR training interventions impact teacher preparedness for emergency response. The expected outcomes of this research include: A synthesis of the key design features and delivery methods of CPR training programs in African schools. A summary of the improvements in knowledge, practical skills, and confidence among teachers following training. Identification of critical gaps in the literature, including limited geographic coverage, lack of long-term follow-up, and insufficient consideration of contextual factors such as school policies and resource availability. Recommendations for future research, policy formulation, and program implementation, emphasizing sustainable and scalable approaches to integrating CPR education into school systems. Ultimately, this research is intended to inform policymakers, educators, and public health stakeholders about evidence-based strategies to enhance emergency preparedness in schools. By highlighting effective training approaches and identifying areas in need of improvement, the findings aim to support the development of contextually relevant, sustainable CPR training programs that can empower teachers to act confidently and competently in life-threatening situations, thereby reducing preventable morbidity and mortality in African schoolchildren.