CAN WE TEACH THE BASIC LIFE SUPPORT TO HEALTH SCIENCES STUDENTS?

Year 2023, , 65 - 69, 30.04.2023

Nursemin Ünal , Dercan Gençbaş , Gamze Alıncak

https://doi.org/10.52831/kjhs.1208538

Abstract

Objective: The study aims to evaluate the effectiveness of Basic Life Support training provided to health sciences students.
Method: A single group pretest-posttest intervention type study was completed with 91 students. Data was collected with the Participant Information Form and Basic Life Support Information Form, which were developed by the researchers. Within the scope of the First Aid course, together with a video and training notes explaining the Basic Life Support procedure were shared with the students via the university course information system one week before the lesson. Afterward, the video and the training content were discussed with the students using the discussion and question-answer technique, and a demonstration was made of the model. The effectiveness of the Basic Life Support training was assessed directly and one month after the training.
Results: The number of correct responses on the Basic Life Support Form was increased after training. There was a significant difference between the pre-test and post-test Basic Life Support knowledge scores of those who had not previously received Basic Life Support training (p<0.05). Basic Life Support knowledge score averages were found to be lower in those who did not provide first aid before.
Conclusion: Basic Life Support training was found to be effective for health sciences students. Since Basic Life Support is an applied intervention in which crisis management skills are used, creating the content of the training with interactive methods will increase the effectiveness of the training.

Keywords

Basic Life Support, Health Professionals, First Aid, Teaching Methods and Techniques

SAĞLIK BİLİMLERİ ÖĞRENCİLERİNE TEMEL YAŞAM DESTEĞİ ÖĞRETEBİLİYOR MUYUZ?

Abstract

Amaç: Bu çalışmanın amacı sağlık bilimleri öğrencilerine verilen Temel Yaşam Desteği eğitiminin etkililiğini değerlendirmektir.
Yöntem: Tek grup ön-test ve son-test yarı deneysel tipteki çalışma 91 öğrenci ile tamamlandı. Veriler araştırmacılar tarafından geliştirilen Katılımcı Bilgi Formu ve Temel Yaşam Desteği Bilgi Formu ile toplandı. İlk Yardım dersi kapsamında, Temel Yaşam Desteği prosedürünü açıklayan bir video ve eğitim notları, dersten bir hafta önce öğrencilerle üniversite ders bilgi sistemi üzerinden paylaşıldı. Daha sonra video ve eğitim içeriği, tartışma ve soru-cevap tekniği kullanılarak öğrencilerle tartışıldı ve model üzerinde gösterim yapıldı. Temel Yaşam Desteği eğitiminin etkililiği eğitim bitiminde ve eğitimden bir ay sonra değerlendirildi.
Bulgular: Eğitimden sonra Temel Yaşam Desteği Bilgi Formu'ndaki doğru yanıt sayısı arttı. Daha önce Temel Yaşam Desteği eğitimi almamış olanların ön test ve son test Temel Yaşam Desteği bilgi puanları arasında anlamlı bir fark saptandı (p<0.05). Daha önce ilk yardım uygulamamış olanlarda Temel Yaşam Desteği bilgi puan ortalamaları daha düşük bulundu.
Sonuç: Temel Yaşam Desteği eğitiminin sağlık bilimleri öğrencileri için etkili olduğu bulundu. Temel Yaşam Desteği, kriz yönetimi becerilerinin kullanıldığı uygulamalı bir müdahale olduğundan, eğitim içeriğinin interaktif yöntemlerle oluşturulması eğitimin etkinliğini artıracaktır.

Keywords

Temel Yaşam Desteği, Sağlık Çalışanları, İlk Yardım, Öğretim Yöntem ve Teknikleri

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