Triage live lecture versus triage video podcast in pre-hospital students' education

Applied distance learning methods in disaster preparedness: A systematic review

Nowadays, accidents and disasters are one of the most important issues facing humans. Training is an important feature in disasters and distance learning is a suitable method for education in every place and at every time. The aim of this study is to determine distance learning methods in disaster preparedness. This study was conducted to this question: what types of distance learning methods can use in disaster preparedness?". In this study, all published English language papers, with no time limit, were extracted by the end of December 2021 through search in PubMed, Scopus, Google scholar, ISI WOS (Web of Science), and Embase. The primary search used "distance learning", "disaster" and their MeSH terms. Quality appraisal carried out with CASP. Information in the articles including study time, study population, e-learning methods, and type of disasters or emergencies were extracted. Based on the search, 46 studies were carried out between 2002 and 2021. The most studied target group in the studies was health professionals and the content of the courses was attributed to disaster preparedness as well as biological disasters. Regarding e-learning methods, the most used method was 'simulation'. At the time of disasters, including pandemics, disruption in education may be long-term and may require overlapping response and recovery periods. And virtual education during a disaster may be rejected or endorsed by individuals or groups based on cultural, ideological, or prejudicial issues. Distance education can be used for effective disaster education in different phases of the disaster cycle, depending on the available facilities and infrastructure.

Development of a Competency-Based Triage Education Application and Usability Testing for Triage Training Based on the Korean Triage and Acuity Scale

BACKGROUND

Improving the quality of emergency nursing care requires enhancing triage competency through education programs that integrate the content of the Korean Triage and Acuity Scale, a triage system specifically developed for the Korean context. Thus, this study developed a competency-based triage education application (CTEA), based on the Korean Triage and Acuity Scale, and evaluated its effectiveness through usability testing.

METHOD

The CTEA used various teaching methods and game mechanisms, including lectures, case studies, and video-based scenarios, to improve triage competency.

RESULTS

In the usability testing phase, the CTEA was refined through expert heuristic evaluation and user interviews conducted with the think-aloud method. Six themes were derived from the interviews, highlighting the need for a well-structured program with realistic scenarios, easy accessibility, gamification, functional improvements, and future triage educational applications.

CONCLUSION

These findings suggest that the CTEA is effective and satisfactory for users and can contribute to improving the triage competency of emergency nurses. [J Contin Educ Nurs. 2024;55(1):33-41.].

Preference analysis on the online learning attributes among senior high school students during the COVID-19 pandemic: A conjoint analysis approach

The COVID-19 pandemic has resulted in the shift from face-to-face to fully online learning. The purpose of this study was to evaluate the preference of senior high school students on online learning attributes during the COVID-19 pandemic by utilizing a conjoint analysis approach. Six attributes which consist of delivery type, assigned tasks, evaluation, virtual laboratory, interface layout, and delivery platform were simultaneously analyzed through orthogonal design. A total of 1189 senior high school students were collected via purposive sampling approach through the social media platform. The respondents voluntarily participated and answered 29 stimuli with 2 holdouts generated by using SPSS 25 utilizing a 7-point Likert scale. The results indicated that evaluation was found to be the most significant attribute and followed by virtual laboratory, delivery type, and delivery platform. Interestingly, multiple choice evaluation, not requiring virtual laboratories, mixed delivery type (synchronous with recorded lectures), and MS Teams as delivery platform were considered as the keys for the preference. This study is the first study that utilized a conjoint approach to analyze the senior high school students' preference on the online learning attributes during the COVID-19 pandemic. Finally, the conjoint approach can be applied and extended to evaluate the online learning attributes globally by utilizing the attributes and design created in this study.

Students’ Preference Analysis on Online Learning Attributes in Industrial Engineering Education during the COVID-19 Pandemic: A Conjoint Analysis Approach for Sustainable Industrial Engineers

The decline of enrollees for industrial engineering during the COVID-19 pandemic and the increasing demand for professional industrial engineers should be explored. The purpose of this study was to determine the preference of industrial engineering students of different educational levels on online learning during the COVID-19 pandemic. Specifically, this study utilized conjoint analysis with orthogonal design considering seven attributes: delivery type, layout, term style, final requirements, Coursera requirements, seatwork and practice sets, and platforms. Among the attributes, 20 stimuli were created through SPSS and were answered voluntarily by 126 respondents utilizing a 7-point Likert Scale. The respondents were comprised of 79 undergraduate, 30 fully online master’s degree, and 17 master’s and doctorate degree students collected through purposive sampling. One university from the two available universities that offer all educational levels of IE in the Philippines was considered. The results showed that undergraduate students considered the final requirements with multiple-choice as the highest preference, followed by non-modular term style, and no seatwork and practice sets. In addition, fully online master’s degree students considered delivery type with the mix as the highest preference, followed by layout, and no seatwork and practice sets. Finally, master’s and doctorate degree students considered final requirements with publication as the highest preference, followed by no seatwork and practice sets, and mix delivery type. The students are technologically inclined, want to learn at their own pace, know where and how to get additional online learning materials, but still need the guidance of teachers/professors. The results would help contribute to the theoretical foundation for further students’ preference segmentation, specifically on online learning during the COVID-19 pandemic worldwide. Moreover, the design created could be utilized for other courses in measuring students’ preference for online learning even after the COVID-19 pandemic.

Triage Training in Iran from 2010 to 2020: A Systematic Review on Educational Intervention Studies

BACKGROUND

Accurate decision-making in triage requires continuous education, so triage nurses should receive annual refresher courses. Identifying the most effective method can make the provision of practical education to triage staff in hospitals possible. This review was conducted with the aim to determine the effectiveness of triage education methods in Iran.

MATERIALS AND METHODS

In this systematic review on educational intervention studies, international and Iranian medical sciences databases were searched using a defined search strategy compatible with each database. PubMed, Scopus, Web of Science, Google Scholar, SID, Islamic Science Center (ISC), and IranDoc databases were searched for literature published from January 2010 to January 2020. The MeSH terms of "health care staff," "triage," "education," and "Iran" in English and Persian were combined to develop a search strategy. Initially, 768 article titles were retrieved. Finally, 16 articles were selected for the review.

RESULTS

All conducted studies were quasi-experimental. Half of the studies had used a face-to-face approach for education (workshop, lecture, and simulation), and four studies had used lectures and pamphlets. All studies (except 1) reported that their educational intervention significantly improved nursing knowledge on triage.

CONCLUSIONS

Almost all studies had reported the effectiveness of an educational intervention in improving nurses' triage knowledge. However, it seems that the non-face-to-face method is superior to the face-to-face method because of its learner-centeredness and cost-effectiveness. Moreover, providing educational content using a blended learning approach (simulation and games) can enhance the effectiveness of triage education.

Comparison of pre-hospital triage training by role playing and lecture on nursing students' knowledge, attitude and performance

Aim

The objective of this study was to determine and compare the effectiveness of two methods of role playing and lecture on knowledge, attitude and performance of nursing' students in the context of pre-hospital triage.

Design

This was a pre-test-posttest quasi-experimental study.

Methods

A total of 66 nursing students (third year) were assigned to two groups, the control group (N = 23) and intervention group (N = 23). START pre-hospital triage was taught to two groups by using a lecture (control group) and role playing (intervention group) method. Immediately before the intervention and 4 weeks after the training, students' knowledge, attitude and practice in both groups were assessed through a questionnaire and a checklist. Data were analysed using SPSS software version 21.

Results

The results showed that the mean scores of knowledge, attitude and performance increased after intervention in both groups (p < .05). The mean (SD) difference of total performance score from baseline to follow-up in the experimental group and the control group was 23.91 (13.83) and 7.00 (13.20), respectively (p < .001). While there was no significant difference between the mean (SD) difference of knowledge and attitude scores in the experimental group and the control group before and after the intervention (p > .05).