Temel Yaşam Desteği Eğitiminde Başarı; “Bireysel Eğitim mi?”, “Grup Eğitimi mi?”: Ön Test - Son Test Randomize Kontrollü Çalışma

Abstract

Amaç: Araştırmada bireysel ve grup çalışması şeklinde iki farklı teknikle hemşirelik öğrencilerine simülasyon ortamında verilen temel yaşam desteği eğitiminin beceri düzeyine etkisinin belirlenmesi amaçlandı. Gereç ve Yöntemler: Deneysel düzende yürütülen araştırma, Simülasyon ve Modelleme Uygulama ve Araştırma Merkezi’nde ilk yardım dersini alan (n=92) III. sınıf hemşirelik lisans öğrencileri ile gerçekleştirildi. Temel yaşam desteği ile ilgili anlatım ve gösterim tekniği ile eğitim verildikten sonra tüm öğrencilere sınıf ortamında ön test gerçekleştirildi. Simülasyon uygulamasına başlamadan tabakalı randomizasyon yöntemine göre, öğrenciler akademik ortalamaları yönünden eş değer olacak şekilde kollara (46’şar kişi) atandı. Verilerin toplanmasında, araştırmacılar tarafından literatür doğrultusunda hazırlanan soru formu ve kontrol listesi kullanıldı. Simülasyon uygulamasından 30 gün sonra son test gerçekleştirildi. Bulgular: Öğrencilerin eğitim öncesi ve sonrası temel yaşam desteği uygulama düzeyleri incelendiğinde; bireysel kolda doğru uygulama sayıları ortalama 8,97±2,46’dan 15,28±1,75’e, grup kolunda ise 8,47±2,04’den 14,04±2,74’e yükseldi. Her iki koldaki öğrencilerinde temel yaşam desteği doğru uygulama sayıları grup içinde anlamlı artış gösterirken (p<0,05), kollar arasında fark bulunmadı. Öğrencilerin özelliklerinin temel yaşam desteği uygulama başarısı üzerinde etkisi bulunmadı. Sonuç: Temel yaşam desteği eğitiminde bireysel ve grupla simülasyonu karşılaştırıldığında uygulama becerisinin gelişmesinde fark olmadığı saptandı. Karşılaştırmalı yeni çalışmaların yapılması önerilir.

Keywords

• eğitim
• hemşirelik öğrencileri
• simülasyon eğitimi
• temel yaşam desteği

Success in Basic Life Support Education; "Individual Education?", "Group Education?": Pretest Posttest Randomized Controlled Study

Abstract

Aim: The study aimed to determine the effect of basic life support training given to nursing students in a simulation environment with two different techniques, individual and group study, on their skill level. Material and methods: This experimental research was conducted with 3rd grade nursing undergraduate students (n=92) taking the first aid course at the Simulation and Modeling Application and Research Center. After training on basic life support (BLS) with explanation and demonstration techniques, a pre-test was conducted in the classroom environment for all students. Before starting the simulation application, according to the stratified randomization method, the students were assigned to arms (46 each) to be equivalent in terms of their academic averages. In collecting data, a questionnaire and checklist prepared by the researchers in line with the literature were used. The final test was conducted 30 days after the simulation application. Results: When the BLS application levels of the students before and after the training are examined, the average number of correct applications in the individual arm increased from 8.97±2.46 to 15.28±1.75, and in the group arm it increased from 8.47±2.04 to 14.04±2.74.While the number of BLS correct applications of students in both arms increased significantly within the group (p<0.05), there was no difference between the arms. Students' characteristics had no effect on BLS application success. Conclusion: When comparing individual and group simulation in BLS training, it was determined that there was no difference in the development of application skills. It is recommended that new comparative studies be conducted.

Keywords

• education
• nursing students
• simulation training
• basic life support

References

1. Sançar B, Canbulat, Ş. İlk yardım dersi alan hemşirelik öğrencilerinin kalp masajı uygulama becerilerinin değerlendirilmesi. Gümüşhane Üniversitesi Sağlık Bilimleri Derg. 2019; 8(3): 256-67.
2. Shahrakivahed A, Masinaienezhad N, Shahdadi H, Arbabisarjou A, Asadibidmeshki E, Heydari M. The effect of CPR workshop on the nurses’ level of knowledge and skill. International Archives of Medicine Section: Global Health& Health Policy. 2015; 8: 1-10.
3. İlk Yardım Yönetmeliği (2015). [Son güncelleme tarihi: 29 Temmuz 2015; Erişim tarihi: 10 Aralık 2023]. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=20992&MevzuatTur=7&MevzuatTertip=5
4. Köse S, Akın S, Mendi O, Göktaş S. The effectiveness of basic life support training on nursing students’ knowledge and basic life support practices: a non-randomized quasi-experimental design. Afri Health Sci. 2019; 19(2): 2252-62. https://dx.doi.org/10.4314/ahs.v19i2.51
5. Garcia-Suarez M, Mendez-Martinez C, Martinez-Isasi S, Gomez-Salgado J, Fernandez-Garcia D. Basic life support training methods for health science students: A systematic review. In International Journal of Environmental Research and Public Health. 2019; 16(5): 768. https://doi.org/10.3390/ijerph16050768
6. Mulyadi M, Lea BO, Malara RT, Bidjuni HJ. The effectiveness of blended learning in basic life support training among nursing students: A systematic review. Kne Life Sciences, 2021; 6(1): 402-14. https://doi.org/10.18502/kls.v6i1.8630
7. Dalhat S, Mujahid H, Saheed A, Miko A, Mohammad A, Sani A, et al. Impact of basic life support training on the knowledge of cardiopulmonary resuscitation among final-year medical students. Nigerian Journal of Medicine. 2022; 31(4): 424. https://doi.org/10.4103/njm.njm_25_22
8. Akhu-Zaheya M Gharaibeh MK, Alostaz ZM. Effectiveness of simulation on knowledge, acquisition, knowledge retention, and self-efficacy of nursing students in Jordan. Clinical Simulation in Nursing. 2013; 9: 335-42. https://doi.org/10.1016/j.ecns.2012.05.001

9. del Mar Requena-Mullor M, Alarcón-Rodríguez R, Ventura-Miranda MI, García-González J. Effects of a clinical simulation course about basic life support on undergraduate nursing students’ learning. International Journal of Environmental Research and Public Health. 2021; 18(4): 1-9. https://doi.org/10.3390/ijerph18041409
10. Kassabry MF. The effect of simulation-based advanced cardiac life support training on nursing students’ self-efficacy, attitudes, and anxiety in Palestine: a quasi-experimental study. BMC Nursing. 2023; 22(1): 420. https://doi.org/10.1186/s12912-023-01588-z
11. Aqel AA Ahmad MM. High-Fidelity simulation effects on cpr knowledge, skills, acquisition, and retention in nursing students. World views on Evidence-Based Nursing. 2014; 11(6): 394-400. https://doi.org/10.1111/wvn.12063
12. Habibli T, Ghezeljeh TN, Haghani, S. The effect of simulation-based education on nursing students’ knowledge and performance of adult basic cardiopulmonary resuscitation: A randomized clinical trial. Nursing Practice Today. 2020; 7(2): 87-96. https://doi.org/10.18502/npt.v7i2.2730
13. Neumar RW, Shuster M, Callaway CW, Gent LM, Atkins DL, Bhanji F, et al. Executive summary: 2015 American Heart Association guidelines update for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation. 2015; 132(18): 315-67. https://doi.org/10.1161/CIR.0000000000000252
14. Soar J, Nolan PJ, Böttiger WB, Perkins DG, LottC, Carli P, et al. European Resuscitation Council Guidelines for Resuscitation 2015. Section 3. Adult advanced life support. Resuscitation, 2015; 95: 100-47. https://doi.org/10.1016/j.resuscitation.2015.07.016
15. Kanık EA, Taşdelen B, Erdoğan S. Randomization in clinical trials. Marmara Medical Journal. 2011; 24: 149-55. https://doi.org/10.5472/MMJ.2011.01981.1
16. Chen J, Yang J, Hu F, Yu SH, Yang BX, Liu Q, et al. Standardised simulation-based emergency and intensive care nursing curriculum to improve nursing students’ performance during simulated resuscitation: A quasi-experimental study. Intensive and Critical Care Nursing. 2018; 46: 51-6. https://doi.org/10.1016/j.iccn.2018.02.003
17. Demirtas A, Guvenc G, Aslan Ö, Unver V, Basak T, Kaya C. Effectiveness of simulation-based cardiopulmonary resuscitation training programs on fourth-year nursing students. Australasian Emergency Care. 2021; 24(1): 4-10. https://doi.org/10.1016/j.auec.2020.08.005
18. Boada I, Rodriguez-Benitez A, Garcia-Gonzalez JM, Olivet J, Carreras V, Sbert M. Using a serious game to complement CPR instruction in a nurse faculty. Computer Methods and Programs in Biomedicine. 2015; 122(2): 282-91. https://doi.org/10.1016/j.cmpb.2015.08.006
19. Fahajan Y, Emad OJ, Albelbeisi AH, Albelbeisi A, Shnena YA, Khader A, et al. The effect of a simulation-based training program in basic life support on the knowledge of Palestinian nurses: a quasi-experimental study in governmental hospitals. BMC Nursing. 2023; 22(1): 398. https://doi.org/10.1186/s12912-023-01552-x
20. Li Q, Lin J, Fang LQ, Ma EL, Liang P, Shi TW, et al. Learning impacts of pretraining video-assisted debriefing with simulated errors or trainees’ errors in medical students in basic life support training: a randomized controlled trial. Simulation in Healthcare. 2019; 14(6): 372-7. https://doi.org/10.1097/SIH.0000000000000391
21. Tobase L, Peres HHC, Gianotto-Oliveira R, Smith N, Polastri TF, Timerman S. The effects of an online basic life support course on undergraduate nursing students’ learning. International Journal of Medical Education. 2017; 8: 309-13. https://doi.org/10.5116/ijme.5985.cbce
22. George B, Hampton K, Elliott M. Effectiveness of an educational intervention on first-year nursing students’ knowledge and confidence to perform basic life support: a quasi-experimental study. Contemporary Nurse. 2023; 59(6): 478-90. https://doi.org/10.1080/10376178.2023.2287075
23. Méndez‐martínez C, Martínez‐isasi S, García‐suárez M, de La Peña‐Rodríguez MA, Gómez‐salgado J, Fernández‐garcía D. Acquisition of knowledge and practical skills after a brief course of BLS‐AED in first‐year students in nursing and physiotherapy at a spanish university. International Journal of Environmental Research and Public Health. 2019; 16(5): 766. https://doi.org/10.3390/ijerph16050766
24. Rodgers DL, Securro S, Pauley RD. The effect of high-fidelity simulation on educational outcomes in an Advanced Cardiovascular Life Support course. Simulation in Healthcare. 2009; 4(4): 200-6. https://doi.org/10.1097/SIH.0b013e3181b1b877
25. Creutzfeldt J, Hedman L, Felländer-Tsai L. Effects of pre-training using serious game technology on CPR performance - an exploratory quasi-experimental transfer study. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine. 2012; 20: 1-9. https://doi.org/10.1186/1757-7241-20-79
26. Knipe GA, Fox SD, Donatello RA. Deliberate practice in simulation: evaluation of repetitive code training on nursing students’ bls team skills. Clinical Simulation in Nursing. 2020; 48: 8-14. https://doi.org/10.1016/j.ecns.2020.08.001
27. Uzelli Yılmaz D, Akın Korhan E. Hemşirelik eğitiminde simülasyon yönteminin etkinliği: bir sistematik inceleme. Türkiye Klinikleri J Nurs Sci. 2017; 9(3): 218-26. https://doi.org/10.5336/nurses.2017-54737
28. Aygin D, Açıl Cengiz H, Yarman Ö, Çelik M, Danç E. Hemşirelerin kardiyopulmoner resüsitasyon ve güncel 2015 kılavuz bilgilerinin değerlendirilmesi. Kardiyovasküler Hemşirelik Derg. 2018; 9(18): 7-12. https://doi.org/10.5543/khd.2018.63625