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Background: Layperson cardiopulmonary resuscitation (CPR) is an important skill with the potential to save millions of lives. However, CPR courses often require commercial, complicated, and expensive manikins. To increase access to CPR training worldwide at very low costs, Do-It-Yourself (DIY) devices may be a suitable tool for practising compressions.Objective: This scoping review is the first step in scoping and mapping the evidence on the effectiveness of DIY devices for laypersons learning adult CPR, along with defining gaps for future research.Method: This inquiry was structured by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. A systematic search of 14 academic databases and popular media archives, with additional hand searches, identified academic reports and resources describing DIY compression device construction and/ or implementation. Research studies were synthesized narratively, and the main characteristics of all resources were presented in a table.Results: Fifteen studies compared learning outcomes of CPR practice either pre-post DIY practice or between DIY and commercial manikins. Studies varied in the intervention (e.g., learning modality, time, manikin) and measurement, which precluded formal meta-analysis. Of the 55 different DIY devices described throughout all resources, 26 (47.3%) used plastic bottles for compression practice. Analysis of the resources revealed gaps in the current evidence base, such as a lack of clear assessment criteria, standardized procedures for comparisons, and sociocultural questions.Conclusion: This scoping review has identified a small number of studies which described different DIY devices for learning basic CPR skills to different extents. While there is a need for a more comprehensive search and full systematic review, the findings serve as a starting point for future investigations and support evidence-based choices regarding DIY manikins for teaching adult CPR.Introduction: La réanimation cardiopulmonaire (RCP) est une compétence vitale qui peut sauver des vies, mais son apprentissage peut être entravé par le coût et la complexité des équipements commerciaux. Pour rendre la formation de la RCP plus accessible à travers le monde, des appareils fait à main (DIY) pourraient représenter une solution abordable et pratique.Objectif: Cette revue evalue l'efficacité des appareils DIY pour la formation de RCP pour non-specialistes, et identifie les manques de recherche.Méthode: Nous avons suivi les directives de PRISMA-ScR pour structurer notre recherche. Une analyse approfondie de 14 bases de données académiques et d'archives médiatiques a permis d'identifier des ressources décrivant la construction et l'utilisation d’ appareils DIY pour pratiquer la RCP. Les résultats ont été synthétisés de manière narrative et les caractéristiques principales des dispositifs ont été présentées dans un tableau.Résultats: Nous avons identifié 15 études comparant les résultats d'apprentissage de la RCP avant et après l'utilisation de dispositifs DIY, ainsi que par rapport aux mannequins commerciaux. Les appareils DIY variaient largement, par exemple 26 sur 55 utilisaient des bouteilles en plastique pour la pratique des compressions. Notre analyse a révélé des lacunes dans les critères d'évaluation, dans les procédures standardisées, ainsi que des questions socioculturelles non résolues.Conclusion: Malgré le nombre limité d'études disponibles, notre revue souligne le potentiel des dispositifs DIY pour l'apprentissage de la RCP. Des recherches supplémentaires sont nécessaires pour combler les lacunes identifiées, mais ces premières conclusions ouvrent la voie à des choix éclairés dans l'utilisation de mannequins DIY pour enseigner la RCP aux non-specialistes.Mots-clés: Formation, Education, Réanimation Cardiopulmonaire, RCP, Mannequin, Fait à main, DIY, Bricolage, Formation de Premiers Secoursالخلفية: يعد الإنعاش القلبي الرئوي من قبل العامة مهارة مهمة لها القدرة على إنقاذ ملايين الحيوات. ومع ذلك، فغالبًا ما تتطلب دورات الإنعاش القلبي الرئوي دمى تجارية ومعقدة وباهظة الثمن. ولزيادة الوصول إلى التدريب على الإنعاش القلبي الرئوي في جميع أنحاء العالم بتكاليف منخفضة للغاية، فقد تكون أجهزة "افعلها بنفسك "أداة مناسبة لممارسة الضغطات.الهدف: يعد هذا المرجع النطاقي هو الخطوة الأولى في تحديد ورسم الدليل حول فعالية أجهزة "افعلها بنفسك " للعامة الذين يتعلمون الإنعاش القلبي الرئوي للمصابين البالغين، إلى جانب تحديد الثغرات للبحث المستقبلي.الطريقة: تم تنظيم هذا المرجع بولسطة عناصر ارشادية مفضلة للمراجع المنهجية والتحليلات الوصفية للمراجع النطاقية.(PRISMA-ScR) فمن خلال عمل بحث منهجي لـعدد 14 قاعدة بيانات أكاديمية وأرشيفات إعلامية عامة، بالاضافة الي البحث اليدوي، فقد تم تحديد التقارير الأكاديمية والمصادر التي تصف إنشاء جهاز ضغط "افعلها بنفسك "و/أو تنفيذه. وتم تجميع الدراسات البحثية بطريقة سردية، وتم عرض الخصائص الرئيسية لجميع الموارد من خلال جدول.النتائج: تمت مقارنة مخرجات التعلم لأداء الإنعاش القلبي الرئوي من خلال خمس عشرة دراسة إما قبل وبعد الأداء باستخدام جهاز "افعلها بنفسك "أو بين جهاز "افعلها بنفسك " والدمي التجارية. لقد تنوعت الدراسات من حيث التدخل (على سبيل المثال، طريقة التعلم، والوقت، والدمي) والقياس والذي تضمن التحليل الوصفي الرسمي. فمن بين 55 جهازًا مختلفًا تم وصفه في جميع المصادر، تم استخدم 26 (47.3%) زجاجات بلاستيكية لممارسة الضغطات. وقد كشف تحليل المصادر عن ثغرات في الدليل الحالي مثل عدم وجود معايير تقييم واضحة، وإجراءات موحدة للمقارنات، والتساؤلات الاجتماعية والثقافية.الاستنتاج: هذا المرجع النطاقي حدد عددًا صغيرًا من الدراسات التي وصفت أجهزة "افعلها بنفسك "المختلفة لتعلم مهارات الإنعاش القلبي الرئوي الأساسية بدرجات مختلفة. في حين أن هناك حاجة لإجراء بحث أكثر شمولاً ومراجعة منهجية كاملة، فإن النتائج تكون بمثابة نقطة انطلاق للتفحوصات المستقبلية ودعم الخيارات القائمة على الأدلة فيما يتعلق بأشكال الدمى "افعلها بنفسك "لتعليم الإنعاش القلبي الرئوي للبالغين.الكلمات المفتاحية: التدريب، الإنعاش القلبي الرئوي، الدمى، صناعة يدوية، افعلها بنفسك، تعليم الإسعافات الأولية

Drowning has been identified as the cause of over 2.5 million preventable deaths globally in the past decade. Lower- and middle-income countries in Asia have recorded the highest numbers of drowning worldwide and children seem particularly vulnerable. Drowning is a complex phenomenon informed by multiple interacting factors, and the majority of deaths occur in natural environments such as ponds, ditches, rivers and oceans. Any potential drowning prevention strategy should acknowledge the important relationships that are created between individuals and their environment in water safety education. In this article, we share how the ecological dynamics theoretical perspective can help inform our understanding of drowning prevention. First, we review recent drowning prevention recommendations provided by the World Health Organization (WHO). Next, we discuss how well WHO's recommendations align with the principles of ecological dynamics. It is acknowledged that in many Asian countries, there are considerable challenges to delivering WHO's drowning prevention interventions. Teaching children basic swimming, water safety and self-rescue skills remains the most practical means to prevent drowning. The relevant scale of analysis for understanding behaviour is the individual-environment relationship. Specifically, the relative fit between these components may dictate how well water safety skills are learnt. Considerations such as installing barriers and adequate supervision around water can be scaffolded alongside an understanding of affordances in the context of water safety. We conclude that water safety education informed by an ecological dynamics approach is an effective partnership to help tackle the drowning pandemic.

Drowning has been the cause of over 2.5 million preventable deaths in the past decade. Despite the fact that the majority of drownings occur in open water, assessment of water safety competency typically occurs in swimming pools. The assessment of water safety competency in open water environments brings with it a few difficulties, but also promises tremendous benefits. The aim of this position paper is to discuss the benefits and caveats of conducting assessments in open water environments as opposed to closed and controlled environments, and to provide recommendations for evidence-based practice. The first theoretical section discusses the effects of the environment and key variables (such as temperature and water movement) on various factors of assessment. These discussions are linked to the two perspectives of representative learning design (based on ecological dynamics) and information processing theory. The second section presents two pilot studies of relevance and provides practical implications for assessment of water safety competency. It seems that a combination of pool-based practice and open water education may be ideal in assessing aquatic skills competency. Assessment in open water presents clear benefits regarding validity, but often poses seemingly unsurmountable barriers, which providers may have reservations about in the absence of clear evidence. Hence this article provides a robust discussion about competency assessment and signals the practical importance of faithfully reproducing the environment in which skilled behavior is most relevant.

Learning aquatic skills is an important component of developing physical literacy in children. Aquatic skills such as floating, swimming and safe entry/exit promote engagement in different water environments and may help preserve lives in an emergency. This scoping review was conducted to evaluate the influence of task constraints (i.e., equipment) and environmental constraints (i.e., physical and social) on how children learn foundational aquatic skills. In developed countries, children are typically taught in swimming pools under direct supervision. It is also not uncommon to see children and infants learning to swim with assistive equipment (e.g., buoyancy aids). However, perhaps surprisingly, the evidence on how and where children learn aquatic skills does not uniformly promote such practices. For example, the use of flotation devices has not been proven to aid skill learning. Some researchers have advocated that children should learn aquatic skills whilst wearing outdoor clothing. One benefit of children wearing clothing is an increased capacity to practice in colder water (such as the ocean, rivers, or lakes). Overall, whilst practitioners often use equipment for various reasons it seems that not all equipment is equally useful in promoting the acquisition of aquatic skills. In less developed countries, with limited access to swimming pools and fewer resources for private instruction, a range of different open water aquatic environments and practices, such as swimming in temporarily flooded areas, have been reported. Such strategies are in urgent demand of further research given that drowning rates in less developed countries around the world exceed those in developed nations. It can be argued that learning in pools does not afford the opportunities to develop the whole range of adaptive skills that may be required in different open water environments such as navigating currents and waves, floating whilst clothed, or making life-saving decisions. Consequently, a shift toward teaching in open water environments has occurred in several countries. This review provides an evidence-base upon which practitioners can design more effective aquatic education programs for children.

In an immersion incident, a person may be required to tread water for extended periods of time in order to survive. Treading water, or maintaining a stable head position above the water surface, can be achieved in several different ways. Determining which treading water techniques are economic (energetically and cognitively) is an important first step in approaching evidence-based water safety instruction. The present study investigated the cognitive and metabolic demands associated with four main techniques for treading water in experienced water treaders. Skilled water treaders (n=21) performed four common treading techniques for 3min each: “running” in the water, “flutter kick” with hands sculling, “upright breaststroke,” and “egg-beater.” Self-reported rate of perceived exertion (RPE) and task load index (TLX) score, as well as objective measures of probe reaction time (PRT; i.e., response to auditory cues while treading), oxygen consumption and heart rate were assessed. The “egg-beater” technique and the “upright breaststroke” technique were linked to significantly lower cognitive and energetic demands compared to the other techniques (VO2: p