Factors Influencing Japanese Nursery School Teachers’ Practical Skills in Pediatric Basic Life Support (PBLS)

Aim This study aimed to identify factors related to practical Pediatric Basic Life Support (PBLS) skills among nursery school teachers in regional Japanese cities. Background Reducing the mortality rate of infants and young children owing to unintentional injuries is a critical issue in every country. Nursery school teachers, caring for preschool children should possess accurate knowledge and confidence in their responses to emergencies. However, their practical skills in this area have yet to be investigated. Methods This study was conducted with 608 nursery school teachers from 45 nursery schools in Niigata Prefecture, Japan. Data were collected using the PBLS practical skills questionnaire created by the authors and the Utrecht Work Engagement Scale-Japanese version (UWESJ17). Multiple regression analysis extracted factors related to PBLS practical skills. Analysis was conducted using SPSS Statistics version 29.0, with the significance level set at less than 5%. Results Among participants, 57.8% were in their 40s or older, and 61.8% had over 10 years of nursery school teaching experience. Multiple regression analysis resulted in a model with six predictors, including experience taking a PBLS course, UWESJ17 score, and regular PBLS training at nursery school. Conclusion Factors related to the PBLS practical skills of nursery school teachers included personal and facility factors. Employers should establish regular and effective PBLS training programs, mandatory for all nursery school teachers. Injury prevention and response manuals should be distributed to all schools, ensuring consistency and preparedness. This study focused on one region of Japan; therefore, further research in diverse contexts is needed.