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A COMPARISON BETWEEN THE VIDEO TRAINING METHOD AND THE CLASSICAL METHOD IN ADULT BASIC LIFE SUPPORT TRAINING

Yıl 2023, Cilt: 2 Sayı: 2, 76 - 83, 28.09.2023

Öz

Objective: It is extremely important to start Basic Life Support in the first minutes in order for prevention of morbidity and mortality in cardiac arrest cases. Education of the practitioners has a crucial role to manage a cardiac arrest case. Aim of this study to research whether there is a difference between classical face-to-face method of education or video tutorials in terms of basic information and practical skills in Basic Life Support training.
Method: 100 first grade students of school of health services aged 18-20 years who had not received any basic/advanced life support training were included in the study. Applicants were divided into two groups. The first group was trained with a video tutorial prepared by a BLS instructor (Group Video) and the second group was trained by a BLS instructor with classical methods (Group Classical). Applicants were questioned for their sufficiency in theoretical information and practical skills. Chi-Square test was used for statistical analysis. p<0.05 values were accepted as statistically significant.
Results: The rate of correct response to the question of where is the compression site was higher in the classical group, and the rate of correct response to the number of compressions was significantly higher in the video group. (Grup Classic vs Grup Video: 50/50 vs 47/50; 40/50 vs 49/50, p<0.05 ). In terms of efficent cardiac compression practice (100-120 times per minute, 5-6 cm of depth) the group classical face-to-face method was found more successful than the group video. (31/50 vs 43/50 p<0.05) In other informative and practical tests there was no statistically significant difference between two groups.
Conclusion: No significant difference was found between classical and video group in order to gain theoretical information and practical skills. Video training can be useful for basic life support education with a well-planned education program.

Kaynakça

  • Becker LB, Ostrander MP, Barrett J, et al:Kondos GT. Outcome of CPR in a large metropolitan area—Where are the survivors? Ann Emerg Med. 1991;20:355-61.
  • Thorne CJ, Locke AS, Bullock I, Hampsire S, Begum-Ali S et alPerkins GD. E-learning in advanced life support an evaluation by the Resuscitation Council UK. Resuscitation. 2015;90:79-84.
  • Ruiz JG, Mintzer MJ, Leipzig RM. The impact of e-Learning in medical education.Acad Med 2006;81:207–12. K.G. Spearpoint, P.C. Gruber, S.J. Brett Impact of the immediate life support course on the incidence and outcome of in-hospital cardiac arrest calls: an observational study over 6 years. Resuscitation. 2009:80:638-643.
  • Krogh LQ, Bjornshave K, Vesregaard LD, Sharma MB et al. E-learning in pediatric basic life support: a randomized controlled non-inferiority study. Resuscitation. 2015;90:7-12.
  • Monsieurs KG, Vogels C, Bossaert LL, Meert P, Manganas A, Tsiknakis M, Leisch E, Calle PA, Giorgini Fet al. Learning effect of a novel interactive basic life support CD: the JUST system. Resuscitation. 2004;62(2):159-65.
  • Karimian Z, Farrokhi MR, Moghadami M, Zarifsanaiey N, Mehrabi M, Khojasteh L, Salehi N et al. Medical education and COVID-19 pandemic: a crisis management model towards an evolutionary pathway. Educ Inf Technol (Dordr). 2022;27(3):3299-3320.
  • Perkins GD, Handley AJ, Koster RW et al. Adult basic life support and automated external defibrillation section Collaborators. European Resuscitation Council Guidelines for Resuscitation 2015: Section 2. Adult basic life support and automated external defibrillation. Resuscitation. 2015 Oct;95:81-99.
  • Mandel LP, Cobb LA. Reinforcing CPR skills without mannequin practice. Ann Emerg Med. 1987;16:1117–20.
  • Edwards MJ, Hannah KJ. An examination of the use of interactive videodisc cardiopulmonary resuscitation instruction for the lay community. Comput Nurs. 1985;3:250-252.
  • Schluger J, Hayes JG, Turino GM, Fischman S, Fox AC. The effectiveness of film and videotape in teaching cardiopulmonary resuscitation to the lay public. NY State J Med. 1987;382–385.
  • Hsieh MJ, Bhanji F, Chiang WC, Yang CW, Chien KL, Ma MH. Comparing the effect of self-instruction with that of traditional instruction in basic life support courses-A systematic review. Resuscitation. 2016;108:8-19.
  • Flint LS, Billi JE, Kelly K, et al:Mandel L, Newell L, Stapleton ER. Education in adult basic life support training programs. Ann Emerg Med. 1993;22:468-474
  • Olasveengen TM, Semeraro F, Ristagno G, Castren M, Handley A, Kuzovlev A, Monsieurs KG, Raffay V, Smyth M, Soar J, Svavarsdottir H, Perkins GDet al. European Resuscitation Council Guidelines 2021: Basic Life Support. Resuscitation. 2021;161:98-114.
  • Beskind DL, Stolz U, Thiede R, Hoyer R, Burns W, Brown J, Ludgate M, Tiutan T, Shane R, McMorrow D, Pleasants M, Panchal AR et al. Viewing a brief chest-compression-only CPR video improves bystander CPR performance and responsiveness in high school students: A cluster randomized trial. Resuscitation. 2016;104:28-33.
  • Blewer AL, Putt ME, Becker LB, Riegel BJ, Li J, Leary M, Shea JA, Kirkpatrick JN, Berg RA, Nadkarni VM, Groeneveld PW, Abella BS et al. Video-Only Cardiopulmonary Resuscitation Education for High-Risk Families Before Hospital Discharge: A Multicenter Pragmatic Trial. Circ Cardiovasc Qual Outcomes. 2016;9(6):740-748.

ERİŞKİN TEMEL YAŞAM DESTEĞİ EĞİTİMİNDE VİDEO EĞİTİMİ VE KLASİK EĞİTİM YÖNTEMİNİN KARŞILAŞTIRILMASI

Yıl 2023, Cilt: 2 Sayı: 2, 76 - 83, 28.09.2023

Öz

Amaç: Kardiyak arrest vakalarında ilk dakikalarda temel yaşam desteğini başlatmak morbidite ve mortalitenin önlenmesi için son derece önemlidir. Kardiyak arrest vakalarını yönetmek için uygulayıcıların eğitimi çok önemli bir role sahiptir. Bu çalışmanın amacı, temel bilgi ve temel yaşam destek eğitiminde temel bilgiler ve pratik beceriler açısından klasik yüz yüze eğitim yöntemi veya video öğreticileri arasında bir fark olup olmadığını araştırmanın amacı.
Yöntem: Herhangi bir temel/ileriyaşam destek eğitimi almamış, 18-20 yaş arası 100 sağlık meslek yüksekokulu birinci sınıf öğrencisi çalışmaya dahil edilmiştir. Uygulayıcılar iki gruba ayrıldı. Birinci gruba ileri yaşam desteği (İYD) eğiticisi tarafından hazırlanan temel yaşam desteği (TYD) videosu ile (Video grubu), ikinci gruba ise İYD eğiticisi tarafından klasik yöntemle TYD eğitimi (Klasik grup) verildi. Katılımcılar teorik bilgi ve beceri yeterlilikleri yönünden değerlendirildi. İstatistiksel analiz için ki-kare testi kullanıldı. P<0,05 değerleri istatistiksel olarak anlamlı olarak kabul edildi.
Bulgular: Klasik grupta kompresyon yerinin neresi olduğu sorusuna doğru yanıt oranı daha yüksek iken kompresyon sayısını doğru yanıtlama oranı video grubunda daha yüksekti. (Grup Klasik vs Grup video: 50/50 vs 47/50; 40/50 vs 49/50, p<0.05 ). Etkili kardiyak sıkıştırma uygulaması açısından (dakikada 100-120 kez, 5-6 cm derinlik) grup klasik yüz yüze yöntemi grup videosundan daha başarılı bulunmuştur. (31/50 vs 43/50 p <0,05) Diğer teorik ve pratik testlerde iki grup arasında istatistiksel olarak anlamlı bir fark yoktu.
Sonuç: Teorik bilgi ve pratik beceri kazanılması açısından klasik ve video eğitimi grubu arasında önemli bir fark bulunmamıştır. Video eğitimi, iyi planlanmış bir eğitim programı ile temel yaşam desteği eğitimi için kullanışlı olabilir.

Kaynakça

  • Becker LB, Ostrander MP, Barrett J, et al:Kondos GT. Outcome of CPR in a large metropolitan area—Where are the survivors? Ann Emerg Med. 1991;20:355-61.
  • Thorne CJ, Locke AS, Bullock I, Hampsire S, Begum-Ali S et alPerkins GD. E-learning in advanced life support an evaluation by the Resuscitation Council UK. Resuscitation. 2015;90:79-84.
  • Ruiz JG, Mintzer MJ, Leipzig RM. The impact of e-Learning in medical education.Acad Med 2006;81:207–12. K.G. Spearpoint, P.C. Gruber, S.J. Brett Impact of the immediate life support course on the incidence and outcome of in-hospital cardiac arrest calls: an observational study over 6 years. Resuscitation. 2009:80:638-643.
  • Krogh LQ, Bjornshave K, Vesregaard LD, Sharma MB et al. E-learning in pediatric basic life support: a randomized controlled non-inferiority study. Resuscitation. 2015;90:7-12.
  • Monsieurs KG, Vogels C, Bossaert LL, Meert P, Manganas A, Tsiknakis M, Leisch E, Calle PA, Giorgini Fet al. Learning effect of a novel interactive basic life support CD: the JUST system. Resuscitation. 2004;62(2):159-65.
  • Karimian Z, Farrokhi MR, Moghadami M, Zarifsanaiey N, Mehrabi M, Khojasteh L, Salehi N et al. Medical education and COVID-19 pandemic: a crisis management model towards an evolutionary pathway. Educ Inf Technol (Dordr). 2022;27(3):3299-3320.
  • Perkins GD, Handley AJ, Koster RW et al. Adult basic life support and automated external defibrillation section Collaborators. European Resuscitation Council Guidelines for Resuscitation 2015: Section 2. Adult basic life support and automated external defibrillation. Resuscitation. 2015 Oct;95:81-99.
  • Mandel LP, Cobb LA. Reinforcing CPR skills without mannequin practice. Ann Emerg Med. 1987;16:1117–20.
  • Edwards MJ, Hannah KJ. An examination of the use of interactive videodisc cardiopulmonary resuscitation instruction for the lay community. Comput Nurs. 1985;3:250-252.
  • Schluger J, Hayes JG, Turino GM, Fischman S, Fox AC. The effectiveness of film and videotape in teaching cardiopulmonary resuscitation to the lay public. NY State J Med. 1987;382–385.
  • Hsieh MJ, Bhanji F, Chiang WC, Yang CW, Chien KL, Ma MH. Comparing the effect of self-instruction with that of traditional instruction in basic life support courses-A systematic review. Resuscitation. 2016;108:8-19.
  • Flint LS, Billi JE, Kelly K, et al:Mandel L, Newell L, Stapleton ER. Education in adult basic life support training programs. Ann Emerg Med. 1993;22:468-474
  • Olasveengen TM, Semeraro F, Ristagno G, Castren M, Handley A, Kuzovlev A, Monsieurs KG, Raffay V, Smyth M, Soar J, Svavarsdottir H, Perkins GDet al. European Resuscitation Council Guidelines 2021: Basic Life Support. Resuscitation. 2021;161:98-114.
  • Beskind DL, Stolz U, Thiede R, Hoyer R, Burns W, Brown J, Ludgate M, Tiutan T, Shane R, McMorrow D, Pleasants M, Panchal AR et al. Viewing a brief chest-compression-only CPR video improves bystander CPR performance and responsiveness in high school students: A cluster randomized trial. Resuscitation. 2016;104:28-33.
  • Blewer AL, Putt ME, Becker LB, Riegel BJ, Li J, Leary M, Shea JA, Kirkpatrick JN, Berg RA, Nadkarni VM, Groeneveld PW, Abella BS et al. Video-Only Cardiopulmonary Resuscitation Education for High-Risk Families Before Hospital Discharge: A Multicenter Pragmatic Trial. Circ Cardiovasc Qual Outcomes. 2016;9(6):740-748.

Ayrıntılar

Birincil Dil İngilizce
Konular Anesteziyoloji
Bölüm Orijinal Makaleler
Yazarlar

Mustafa AZİZOĞLU 0000-0002-8266-5203

Handan BİRBİÇER 0000-0003-3510-9279

Aslınur SAGÜN 0000-0002-7884-5842

Nurcan DORUK 0000-0003-0141-1111

Yayımlanma Tarihi 28 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 2 Sayı: 2

Kaynak Göster

AMA AZİZOĞLU M, BİRBİÇER H, SAGÜN A, DORUK N. A COMPARISON BETWEEN THE VIDEO TRAINING METHOD AND THE CLASSICAL METHOD IN ADULT BASIC LIFE SUPPORT TRAINING. TJR. Eylül 2023;2(2):76-83.