The Effects of Basic Skills Level of Emergency and First Aid Laboratory of Applied Simulation Training Students

Öz

The aim of this study was to determine the effect of education on paramedic students on the level of knowledge and skills. The population of the study consisted of 60 students studying in Paramedic Department of Erzincan Binali Yildirim University Vocational School in the fall/spring semester of October 2017- May 2018 academic year. The application of “cardiac massage” and “intubation” was explained theoretically and three simulation experiments were conducted with the supervision of the instructor in the laboratory and data collection tools were applied. Before applying, students skill levels (did-didn’t) was done by evaluating the pre-test form. At the end of the third day, the applications were accepted as the final test. McNemar analysis was used to compare the rate of students performing pre – and post-treatment steps correctly. İn the study, 45 (75%) the women students participated, 37 (61,7%) of them graduated from Anatolian high school, 55 (91,7%) of them did not have any professional experience, and the average age was 19,08±1,04 years and the academic mean was 2,41±0,82. Statistically significant significance was found in some of the pre – and post-simulation cardiac massage and intubation steps (p <0.001). It was determined that the rate of making heart massage and intubation applications right after simulation training increased. It is thought that the training applied in the simulation laboratory increases the students’ application skills.

Anahtar Kelimeler

• Skill,Intubation,Cardiac massage,Paramedic,Simulation

İlk ve Acil Yardım Laboratuvarında Uygulanan Simülasyon Eğitiminin Öğrencilerin Temel Beceri Düzeyine Etkisi

Öz

Araştırma, paramedik öğrencilerine simülasyon laboratuvarında verilen eğitimin beceri düzeyine etkisini belirlemek amacıyla yapıldı. Araştırmanın evrenini Ekim 2017-Mayıs 2018 eğitimöğretim yılı güz/bahar döneminde Erzincan Binali Yıldırım Üniversitesi Sağlık Hizmetleri Yüksekokulu Paramedik bölümünde öğrenim gören 60 öğrenci oluşturdu. Entübasyon ile kalp masajı uygulaması teorik olarak anlatılıp, laboratuvarda öğretim elemanı gözetimiyle üç simülasyon denemesi yapıldıktan sonra veri toplama araçları uygulandı. Uygulamadan önce öğrencilerin beceri düzeyleri “yaptı” “yapmadı” şeklinde değerlendirilerek ön test, üçüncü günün sonunda yapmış olduğu uygulamalar son test olarak kabul edildi. Öğrencilerin uygulama öncesi ve sonrası işlem basamaklarını doğru yapma oranlarının karşılaştırılmasında McNemar analizi kullanıldı. Çalışmaya katılan öğrencilerin 45’i (%75) bayan, 37’sinin (%61,7) anadolu lisesinden mezun olduğu, 55’inin (%91,7) herhangi bir mesleki deneyime sahip olmadığı, yaş ortalamasının 19,08±1,04 yıl olduğu ve akademik not ortalamasının 2,41±0,82 olduğu saptandı. Öğrencilerin simülasyon öncesi ve sonrası “kalp masajı” ve “entübasyon” işlem basamaklarının bazılarında istatistiksel olarak anlamlılık tespit edildi (p<0.001). Araştırmamıza katılan öğrencilerin simülasyon eğitimi sonrasında kalp masajı ve entübasyon uygulamalarını doğru yapma oranlarının arttığı belirlendi. Simülasyon laboratuvarında uygulanan eğitimin öğrencilerin uygulama becerilerinin düzeylerini artırdığı düşünülmektedir.

Anahtar Kelimeler

• Beceri,Entübasyon,Kalp masajı,Paramedik,Simülasyon

Kaynakça

1. 1. Tentillier E, Heydenreich C, Cros AM, Schmitt V, Dindart JM, Thicoipe M. “Use of the intubating laryngeal mask airway in emergency pre-hospital difficult intubation.” Resuscitation, 2008; 77: 30-4.
2. 2. Durham CF, Alden KR. Chapter 51: Enhancing patient safety in nursing education through patient simulation. In: Hughes RG, editör. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Agency for Healthcare Research and Quality, Rockville. [Erişim Tarihi: 22 Aralık 2018]. http://www.ahrq. gov/qual/nurseshdbk/.
3. 3. Nehring WM, Lashley FR. “Nursing simulation: a review of the past 40 years.” Simulation & Gaming, 2009; 40(4): 528-52.
4. 4. Bradley P. “The history of simulation in medical education and possible future directions.” Medical Education, 2006;40: 254-62.
5. 5. Jeffries P.R. “Clinical Simülations in Nursing Education. Advenced Concepts, Trends and Opportuties.” Wolters Kluwer Health: Lippincott Williams & Wilkins. 2014.
6. 6. Ziv A. “Simulators and Simulation – Based Medical Education.” In: Dent J, Harden RM, eds. A Practical Guide for Medical Teacher. (211–220). London: Elsevier Limited. 2005.
7. 7. Ziv A, Wolpe PR, Small SD, Glick S. “Simulaton Based Medical Education: An Ethical Imperative.” (783-788). Acad Med. 2003.
8. 8. Dikici M.F, Yarış F. “Ondokuz Mayıs Üniversitesi Tıp Fakültesi Klinik Beceri Eğitiminde Standardize ve Simüle Hasta Programı.” Türkiye Klinikleri J Med Sci, 2007; 27:738-43.

9. 9. Rodgers DL. High-fidelity Patient Simulation: A Descriptive White Paper Report. Healthcare Simulation Strategies. Retrieved; from http:// sim-strategies.com/downloads/ Simulation %20White%20Paper2.pdf. [Erişim Tarihi:12.02.2018].
10. 10. Weller JM. “Simulation in undergradute medical education: Bridging the gap between theory and practice.” Med Educ. 2004; 38: 22-38.
11. 11. Patrik J. “Simulation. In: Patric J, ed. Training: Research and Practice.” (487-508). London: Academic Press. 2002.
12. 12. Karaöz S. “Hemşirelikte klinik öğretime genel bir bakış ve etkin klinik öğretim için öneriler.” Hemşirelikte Araştırma ve Geliştirme Dergisi, 2003; 5(1): 15-21.
13. 13. Medley CF, Horne C. “Using simulation technology for undergraduate nursing education.” Journal of Nursing Education, 2005; 44(1): 31-4.
14. 14. Çiçek AÇ, Ardıç C, Bilir Ö. “Evde Sağlık Hizmetleri Eğitiminde Simülasyona Dayalı Tıp Eğitiminin Rolü: Recep Tayyip Erdoğan Üniversitesi Tıp Fakültesi Örneği.” Klinik Tıp Aile Hekimliği Dergisi,2018; 10(5).
15. 15. Sezer H, Orgun F. “Hemşirelik Eğitiminde Simülasyon Kullanımı ve Simülasyon Modeli.” Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 2017; 33(2): 140-52.
16. 16. Monsieurs K.G, Nolan J.P, Bossaert L.L, Greif R, Maconochie I.K, Nikolaou N.I. et all. “European resuscitation council guidelines for resuscitation 2015 section 1. Executive summary.” Resuscitation, 2015; 95: 1-80.
17. 17. World Health Organization, Transforming and Scaling Up Health Professionals’ Education and Training: World Health Organization Guidelines. WHO, Geneca, Switzerland. 2013a.
18. 18. O’Connor, T. “The role of simulation in nursing education.” Nurs.N.Z, 2014; 20(1): 11–3.
19. 19. Bashaw M. “Integrating simulations into perioperative education for undergraduate nursing students.” AORN J, 2016; 103(2): 211-15.
20. 20. Weller J.M, Nestel D, Marshall S.D, Brooks P.M, Conn J.J. “Simulation in clinical teaching and learning.” Med. J. Aust, 2012; 196(9): 594.
21. 21. Öztürk D, Gürol A, Uslu S, Yücel O. “İlk ve Acil Yardım Programında Okuyan Öğrencilere Ambulans Simülasyon Laboratuvarında Uygulanan Eğitimin Temel Beceri Düzeyine Etkisi.” HSP, 2017; 4(1): 25-31.
22. 22. Abelsson A, Rystedt I, Suserud B.O, Lindwall L. “Learning High-Energy Trauma Care Trough Simulation.” Clinical Simulation in Nursing, 2018; 17: 1-6.
23. 23. Kim E. “Effect of simulation-based emergency cardiac arrest education on nursing students’ self-efficacy and critical thinking skills: Roleplay versus lecture.” Nurse Education Today, 2018; 61: 258-63.
24. 24. Sapiano A.B, Sammur R, Trapani J. “The effectiveness of virtual simulation in improving student nurses’ knowledge and performance during patient deterioration: A pre and post test design.” Nurse Education Today, 2017; 62: 128-33.
25. 25. Aggar C, Bloomfield J.G, Frotjold A, Thomas T.H.T, Koo F. “A time management intervention using simulation to improve nursing students’ preparedness for medication administration in the clinical setting: A quasi-experimental study.” Collegian, 2018; 25: 105-11.
26. 26. Mete M, Gümüş F, Zengin L, Erkan M, Sürücü H.A, Yiğitalp G. ve ark. “Mesleki Beceri Laboratuvarında Uygulanan Simülasyon Yönteminin Öğrencilerin Sorun Çözme Becerileri Üzerindeki Etkisinin İncelenmesi.” JAREN, 2017;3(2): 92-6.
27. 27. Özkal F, Çayır A. “Opinions of Nursing Students towards Simulation Efficiency in Nursin Education. International Journal of Humanities and Social Science Invention.” 2016;5(12): 32-6.
28. 28. Ünver V, Başak T, Taştan S, Kök G, Güvenc G, Demirtaş A. ve ark. “Analysis of the effects of high-fidelity simulation on nursing students’ perceptions of their preparedness for disasters.” International Emergency Nursing, 2018; 38: 3-9.
29. 29. Eyikara E, Baykara ZG. “Effect of simulation on the ability of first year nursing students to learn vital signs.” Nurse Education Today, 2018; 60: 101-6.
30. 30. Crowe S, Ewart L, Derman S. “The impact of simulation based education on nursing confidence, knowledge and patient outcomes on general medicine units.” Nurse Education in Practice. 2018; 29: 70-5.
31. 31. Jarvill M, Jenkins S, Akman O, Astroth KS, Pohl C, Jacobs PJ. “Effect of Simulation on Nursing Students’ Medication Administration Competence.” Clinical Simulation in Nursing, 2018; 14: 3-7.
32. 32. Arslan FT, Türkmen AS, Çelen R, Özkan S, Altıparmak D. Şahin A. “Comparing Traditional and Simulation-Based Experiences in Pediatrics with Undergraduate Nursing Students in Turkey.” Clinical Simulation in Nursing, 2018;16: 62-9.
33. 33. Topbaş E, Bingöl G, Görgen Ö, Terzi B, Yılmaz A. “The Effects of Simulation Training on Identifying Cardiopulmonary Health Problems.” International Journal of Health Sciences & Research, 2017; 7(8): 253-61.
34. 34. Kim-Godwin YS, Livsey KR, Ezzell D, Highsmith C, Winslow H. Aikman AN. “Students Like Peer Evaluation during Home Visit Simulation Experiences.” Clinical Simulation in Nursing, 2013; 9: 535-42.