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Qu Z, Sun J, Li L, Zhao L, Jiang N, Fan J, Zhang J, Liang B. The effect of simulated problem learning in nursing ethics on moral sensitivity, empathy and critical thinking of nursing students: A quasi-experimental study. Nurse Educ Pract 2024; 80:104119. [PMID: 39226852 DOI: 10.1016/j.nepr.2024.104119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2024] [Revised: 08/22/2024] [Accepted: 08/23/2024] [Indexed: 09/05/2024]
Abstract
AIM Compare the effects of Simulation with problem-based learning (SPBL) and Problem-based learning (PBL) in nursing ethics education on nursing students' moral sensitivity, empathy, critical thinking, test scores and teaching satisfaction. BACKGROUND Promoting nursing students' individual and ethical and abilities through education is an essential way to improve their ethical performance and build trustful relationship with patients. Despite significant efforts in this area, few have evaluated the effectiveness of Simulation with problem-based learning and Problem-based learning as applied to nursing ethics education. DESIGN A quasi-experimental design based on a non-equivalent control group pre-test/post-test. METHODS A quasi-experimental design was used. Participants were 161 undergraduate nursing students from two levels of a university, 88 subjects in the experimental group were taught using Simulation with problem-based learning and 73 subjects in the control group were taught using Problem-based learning. A pre-test, post-test and questionnaire were used to assess the effectiveness of student nursing ethics education. χ2 test was used to examine group differences in students' characteristics and satisfaction with teaching post-intervention. Student's t-test was used to assess group differences in scale scores and test scores. RESULTS Compared to the pre-test, empathy as well as critical thinking were significantly higher in the PBL group (P<0.05), but there was no significant change in moral sensitivity (P>0.05); moral sensitivity, empathy and critical thinking were significantly higher in the SPBL group (P<0.05). Moreover, this study also showed that improvement in moral sensitivity, empathy, critical thinking and grades was more significant in the SPBL group of nursing students compared to the PBL group (P<0.05) and no statistically significant difference was found between the two groups in terms of teaching satisfaction (P>0.05). CONCLUSION The use of Simulation with problem-based learning in nursing ethics education has a positive impact on nursing students' competency development and knowledge acquisition. Nurse educators should consider this teaching method and promote change to increase the effectiveness of nursing ethics education.
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Affiliation(s)
- Zhifei Qu
- School of Nursing, Jilin University, Changchun, Jilin 130021, China
| | - Jingjing Sun
- Department of Otolaryngology Head and Neck Surgery, The First Hospital of Jilin University, Changchun, Jilin 130021, China
| | - Li Li
- Nursing Department, The Second Hospital of Jilin University, Changchun, Jilin 130021, China
| | - Lijing Zhao
- School of Nursing, Jilin University, Changchun, Jilin 130021, China
| | - Nan Jiang
- Department of Cardiovascular center, Jilin University First Hospital, Changchun 130000, Jilin, China
| | - Jia Fan
- The Second Hospital of Jilin University, Changchun, Jilin 130021, China
| | - Jiaxin Zhang
- Department of Nursing, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, Beijing 100045, China.
| | - Bing Liang
- School of Nursing, Jilin University, Changchun, Jilin 130021, China.
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Johnson BM, Ayres JM, Minchew HM, Riffel JD, Dixon KS, Adkins SE, Berbel G. Intimidating Attendings: The Importance of Near-Peer Mentorship During Third-Year Surgical Clerkship. J Surg Res 2024; 302:12-17. [PMID: 39067158 DOI: 10.1016/j.jss.2024.06.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 05/30/2024] [Accepted: 06/21/2024] [Indexed: 07/30/2024]
Abstract
INTRODUCTION Near-peer instruction has grown in popularity in medical education; however, limited data exist to support its effectiveness. This study investigates the perceptions of near-peer style instruction in third-y medical students undergoing a surgical clinical clerkship. We hypothesized that near-peer instruction would provide a beneficial educational experience to third-y medical students during their surgical clinical clerkship. METHODS The authors anonymously surveyed third-y medical students undergoing their clinical clerkship in surgery on their perception of the near-peer instruction and mentorship they received from fourth-y medical students at the beginning of the clerkship. Near-peer instruction included teaching suturing techniques, surgical procedures and anatomy, operating room literacy, and sharing anecdotal experiences. Surveys were distributed 24 h after receiving the formal instruction. RESULTS A total of 85 students completed the survey (78% response rate). Students reported a similar or increase in value of learning from near-peer mentors compared to attending physicians (less valuable: 1.2%; just as valuable: 52.9%; more valuable: 45.9%). The majority of students indicated they would like to experience more near-peer style instruction in medical school as demonstrated in surgical clerkship training (absolutely no: 0%; probably not: 0%; on the fence: 4.7%; probably yes: 25.9%; absolutely yes: 69.4%). After experiencing near-peer instruction and mentoring, students were more interested in becoming near-peer mentors (less interested: 1.2%; just as interested: 29.4%; more interested: 69.4%). CONCLUSIONS Students appreciate and desire near-peer instruction, seeing it as an effective learning method. Mentees undergoing near-peer style instruction have an increased interest in becoming near-peer mentors.
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Affiliation(s)
- Braden M Johnson
- Department of Plastic Surgery, University of Texas Medical Branch, Houston, Texas
| | - Jack M Ayres
- Department of Orthopedics, Prisma Health/University of South Carolina, Columbia, South Carolina
| | - Heather M Minchew
- Department of Neurosurgery, University of Kansas Medical Center, Kansas City, Kansas
| | - Justin D Riffel
- Department of Ophthalmology, University of Cincinnati, Cincinnati, Ohio
| | | | - Sarah E Adkins
- University of Kansas School of Medicine, Kansas City, Kansas
| | - German Berbel
- Department of Surgery, University of Kansas Medical Center, Kansas City, Kansas.
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Jin G, Tao X, Xu H. The Impact of High-Fidelity Simulator System on Bronchoscopy Operation Skills of Trainees Who Receive Refresher Training: A Teaching Study. Thorac Cardiovasc Surg 2024. [PMID: 38942057 DOI: 10.1055/s-0044-1787888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/30/2024]
Abstract
OBJECTIVE This study aimed to explore the impact of high-fidelity simulator (HFS) training on the bronchoscopy operation skills, confidence, stress, and learning satisfaction of trainees who further their training at endoscopy center in our hospital. The study also investigated the practical application effects of HFS training and provided a reference for the development of clinical teaching and training programs in hospitals. METHODS The 18 trainees who furthered their training at the endoscopy center were evaluated for their bronchoscopy operation skills, confidence, and stress levels before and after HFS training. A survey on learning satisfaction was conducted after the completion of HFS training. The scores of all evaluations were collected for comparison of differences before and after HFS training. RESULTS HFS training improved the clinical operation skill levels and confidence of trainees who further their training at the endoscopy center, reduced their stress, and achieved 100% satisfaction from this training. Education level and department had no significant impact on trainees' operational skills and confidence improvement, and stress reduction (p > 0.05). The results of this study supported the influence of the history of endoscopy operations on the improvement of trainees' improved operational skills after HFS training, but it had no relation to the improvement of confidence and stress reduction. Trainees with a history of endoscopy operations had higher operation skill scores before and after HFS training (n = 5, 94.80 ± 2.95 and 97.60 ± 1.82, respectively) than those without a history of endoscopy operations (n = 13, 80.62 ± 2.53 and 86.38 ± 2.82, respectively), and the difference was significant (p < 0.05). CONCLUSION HFS training is an effective clinical teaching method that can significantly improve trainees' bronchoscopy operation skills and confidence, reduce stress, and achieve high levels of satisfaction.
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Affiliation(s)
- Guoping Jin
- Zhejiang Chinese Medical University, Hangzhou, China
- Department of Endoscopy Center, Children's Hospital, Zhejiang University School of Medicine, National Clinical Research Center for Child Health, Hangzhou, China
| | - Xiaofen Tao
- Department of Endoscopy Center, Children's Hospital, Zhejiang University School of Medicine, National Clinical Research Center for Child Health, Hangzhou, China
| | - Hongzhen Xu
- Nursing Department, Children's Hospital, Zhejiang University School of Medicine, National Clinical Research Center for Child Health, Hangzhou, China
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Falahan SN, Habibi E, Kamyari N, Yousofvand V. Impact of virtual problem-based learning of cardiopulmonary resuscitation on fourth-year nursing students' satisfaction and performance: a quasi-experimental study. BMC MEDICAL EDUCATION 2024; 24:425. [PMID: 38641600 PMCID: PMC11031998 DOI: 10.1186/s12909-024-05375-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 03/30/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND Regarding competency of nursing students in cardiopulmonary resuscitation (CPR), nursing students frequently exhibit inadequate performance and low satisfaction levels regarding CPR training methods. The problem-based learning (PBL) method, characterized by a constructivist approach, has been underutilized for CPR training, particularly in a virtual format. Hence, this study aims to assess the influence of virtual problem-based learning in cardiopulmonary resuscitation on the satisfaction and performance of fourth-year nursing students. METHODS This quasi-experimental study, conducted in 2022, involved 80 final-year nursing students from Hamadan University of Medical Sciences, Iran. The participants were randomly assigned to either the experimental group (N = 40) or the control group (N = 40). The experimental group was further divided into six smaller groups on WhatsApp. Both groups initially received routine training sessions, after which the experimental group engaged in four problem-based learning sessions across three different scenarios. Data collection included demographic information, a teaching satisfaction questionnaire, and cardiopulmonary resuscitation checklists administered immediately and one month after the intervention. RESULTS The study was initiated and concluded with 80 participants. The study commenced with no significant disparity in the mean scores of cardiopulmonary resuscitation performance, encompassing chest compressions (P = 0.451) and airway management (P = 0.378), as well as teaching satisfaction (p = 0.115) among the nursing students between the experimental and control groups. However, subsequent to the intervention, both immediately and one month later, the experimental group displayed notable enhancements in mean scores for cardiopulmonary resuscitation performance, comprising chest compressions (p < 0.001) and airway management (p < 0.001), as well as teaching satisfaction (p < 0.001) compared to the control group. CONCLUSION Based on the study's findings, it is recommended that nursing educators implement this approach in their teaching practices.
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Affiliation(s)
| | - Edris Habibi
- Student Research Committee, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Naser Kamyari
- Department of Biostatistics and Epidemiology, School of Health, Abadan University of Medical Sciences, Abadan, Iran
| | - Vahid Yousofvand
- Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
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Keicher F, Zirkel J, Leutritz T, König S. Combatting the occurrence of needle-stick injuries in a medical school: why is it still an issue? BMC MEDICAL EDUCATION 2024; 24:312. [PMID: 38509544 PMCID: PMC10953246 DOI: 10.1186/s12909-024-05309-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 03/13/2024] [Indexed: 03/22/2024]
Abstract
BACKGROUND Needle-stick injuries (NSIs) pose a safety risk for healthcare workers with great potential for serious infections. The aim was to determine numbers and causes of NSIs as well as the frequency with which medical students report NSIs in the final stages of study. METHODS An online questionnaire was developed and made available in January and February 2023 to all undergraduate medical students (n = 423) in the last 1.5 years of their degree course at Würzburg University, Germany. RESULTS The response rate was 19.6% (n = 84). Among respondents, 27.4% (n = 23) reported at least one NSI. Occurrence was particularly frequent in surgery, obstetrics and gynaecology, and internal medicine. Assisting with procedures, suturing, and blood sampling were considered high-risk activities. Lack of concentration, distraction, and time pressure played a role in incidents. Respondents did not report 18.8% of NSIs with the main reasons being fear of the consequences, self-assessment of the injury as minor, or the opinion of supervisors that reporting was unnecessary. Students with previous practice on simulators or patients were significantly more likely to suffer NSIs. Instructions from occupational health specialists beforehand correlated with fewer NSIs. CONCLUSION We assume that trained students are more experienced in handling invasive procedures, leading to a greater adoption of corresponding activities and thus an increased risk of injuries in absolute numbers. This does not counter the need for didactic interventions prior to workplace-based training to raise awareness of NSI risks. Simultaneously, concepts must be developed and implemented to support reporting and alleviate fears regarding consequences.
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Affiliation(s)
- Franca Keicher
- Department of Paediatrics, University Hospital Würzburg, Würzburg, Bavaria, Germany.
| | - Janina Zirkel
- Department of Internal Medicine II, University Hospital Würzburg, Würzburg, Bavaria, Germany
| | - Tobias Leutritz
- University Hospital Würzburg, Institute of Medical Teaching and Medical Education Research, Würzburg, Bavaria, Germany
| | - Sarah König
- University Hospital Würzburg, Institute of Medical Teaching and Medical Education Research, Würzburg, Bavaria, Germany
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Fahajan Y, Emad OJ, Albelbeisi AH, Albelbeisi A, Shnena YA, Khader A, Kakemam E. 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 Nurs 2023; 22:398. [PMID: 37864224 PMCID: PMC10588256 DOI: 10.1186/s12912-023-01552-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2023] [Accepted: 10/04/2023] [Indexed: 10/22/2023] Open
Abstract
BACKGROUND Basic Life Support (BLS) plays an important role in increasing the survival rate of hospitalized heart attack patients. There are no previous studies on the effect of BLS training among Palestinian nurses. This study aimed to evaluate the effect of simulation-based BLS training program on nurses' knowledge Palestinian nurses at governmental hospitals. METHODS A quasi-experimental, pre & post-test design was used. 700 nurses were recruited proportionally using a simple random sampling method among 2980 nurses from 13 public hospitals in the Gaza Strip. This study was conducted from June to August 2022. A practical BLS test consisting of 10 multiple-choice questions according to American Heart Association guidelines (2020) was collected and sociodemographic characteristics. SPSS software, version 24 was used for the statistical analysis. Descriptive statistics and weighted mean were used. T-Test and One-way analysis of variance (ANOVA) were applied to determine differences in means among groups. RESULTS Most of the participating nurses (55.7%) were male, while (44.3%) were female. The majority of nurses (84.4%) are under 40 years of age. The weighted mean scores in the pre-test ranged from 52.2 to 75.1% and the mean scores was (6.16 ± 1.97). After applying conventional BLS training, the weighted mean scores ranged from 85.6 to 97.3% and the mean scores was (9.19 ± 1.04). The study revealed that the nurses' knowledge increased after applying simulation-based training program. The mean of knowledge scores was statistically significant between the pre and post-test on the basis of the current work hospital (P-value < 0.001). CONCLUSION This study affords significant evidence of the positive effects of the BLS training program in improving nurses' knowledge; we recommend advanced BLS training for all healthcare providers, doctors, and nurses working in hospitals and healthcare centers. Nursing managers can implement systematic strategies to enhance nurses' knowledge and practice in BLS to target low-scoring Governorates.
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Affiliation(s)
- Yousef Fahajan
- General Directorate of Nursing, Ministry of Health, Gaza, Palestine
| | - Osama J Emad
- General Directorate of Mental Health, Ministry of Health, Gaza, Palestine
| | - Ahmed Hassan Albelbeisi
- Medical Services Directorate, Gaza Strip, Palestine
- College of Health Professions, Israa University, Gaza, Palestine
| | - Ali Albelbeisi
- Health Research Unit, Ministry of Health, Gaza, Palestine
| | - Yasmin Abu Shnena
- Faculty of Nursing, Midwifery Department, Islamic University of Gaza, Gaza, Palestine
| | - Ayda Khader
- General Directorate of Nursing, Ministry of Health, Gaza, Palestine
| | - Edris Kakemam
- Clinical Research Development Unit of Tabriz Valiasr Hospital, Tabriz University of Medical Sciences, Tabriz, Iran.
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Zeng Q, Wang K, Liu WX, Zeng JZ, Li XL, Zhang QF, Ren SQ, Xu WM. Efficacy of high-fidelity simulation in advanced life support training: a systematic review and meta-analysis of randomized controlled trials. BMC MEDICAL EDUCATION 2023; 23:664. [PMID: 37710261 PMCID: PMC10500810 DOI: 10.1186/s12909-023-04654-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 09/05/2023] [Indexed: 09/16/2023]
Abstract
BACKGROUND Simulation is an increasingly used novel method for the education of medical professionals. This study aimed to systematically review the efficacy of high-fidelity (HF) simulation compared with low-fidelity (LF) simulation or no simulation in advanced life support (ALS) training. METHODS A comprehensive search of the PubMed, Chinese Biomedicine Database, Embase, CENTRAL, ISI, and China Knowledge Resource Integrated Database was performed to identify randomized controlled trials (RCTs) that evaluated the use of HF simulation in ALS training. Quality assessment was based on the Cochrane Handbook for Systematic Reviews of Interventions version 5.0.1. The primary outcome was the improvement of knowledge and skill performance. The secondary outcomes included the participants' confidence and satisfaction at the course conclusion, skill performance at one year, skill performance in actual resuscitation, and patient outcomes. Data were synthesized using the RevMan 5.4 software. RESULTS Altogether, 25 RCTs with a total of 1,987 trainees were included in the meta-analysis. In the intervention group, 998 participants used HF manikins, whereas 989 participants received LF simulation-based or traditional training (classical training without simulation). Pooled data from the RCTs demonstrated a benefit in improvement of knowledge [standardized mean difference (SMD) = 0.38; 95% confidence interval (CI): 0.18-0.59, P = 0.0003, I2 = 70%] and skill performance (SMD = 0.63; 95% CI: 0.21-1.04, P = 0.003, I2 = 92%) for HF simulation when compared with LF simulation and traditional training. The subgroup analysis revealed a greater benefit in knowledge with HF simulation compared with traditional training at the course conclusion (SMD = 0.51; 95% CI: 0.20-0.83, P = 0.003, I2 = 61%). Studies measuring knowledge at three months, skill performance at one year, teamwork behaviors, participants' satisfaction and confidence demonstrated no significant benefit for HF simulation. CONCLUSIONS Learners using HF simulation more significantly benefited from the ALS training in terms of knowledge and skill performance at the course conclusion. However, further research is necessary to enhance long-term retention of knowledge and skill in actual resuscitation and patient's outcomes.
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Affiliation(s)
- Qin Zeng
- Joint Laboratory of Reproductive Medicine, Key Laboratory of Obstetric, Gynecologic and Pediatric Diseases and Birth Defects of Ministry of Education, West China Second University Hospital, SCU-CUHK, Sichuan University, Chengdu, 610041, P. R. China
- Key Laboratory of Reproductive Medicine, Sichuan Provincial Maternity and Child Health Care Hospital, The Affiliated Women's and children's Hospital of Chengdu Medical College, Chengdu, 610045, China
| | - Kai Wang
- Department of Acute Care Surgery, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Wei-Xin Liu
- Key Laboratory of Reproductive Medicine, Sichuan Provincial Maternity and Child Health Care Hospital, The Affiliated Women's and children's Hospital of Chengdu Medical College, Chengdu, 610045, China
| | - Jiu-Zhi Zeng
- Key Laboratory of Reproductive Medicine, Sichuan Provincial Maternity and Child Health Care Hospital, The Affiliated Women's and children's Hospital of Chengdu Medical College, Chengdu, 610045, China
| | - Xing-Lan Li
- Department of pathology, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Qing-Feng Zhang
- Ultrasound in Cardiac Electrophysiology and Biomechanics Key Laboratory of Sichuan Province, Sichuan Provincial People's Hospital, School of Medicine, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Shang-Qing Ren
- Robotic Minimally Invasive Surgery Center, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China.
| | - Wen-Ming Xu
- Joint Laboratory of Reproductive Medicine, Key Laboratory of Obstetric, Gynecologic and Pediatric Diseases and Birth Defects of Ministry of Education, West China Second University Hospital, SCU-CUHK, Sichuan University, Chengdu, 610041, P. R. China.
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Su Y, Zeng Y. Simulation based training versus non-simulation based training in anesthesiology: A meta-analysis of randomized controlled trials. Heliyon 2023; 9:e18249. [PMID: 37576292 PMCID: PMC10412876 DOI: 10.1016/j.heliyon.2023.e18249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2022] [Revised: 07/12/2023] [Accepted: 07/12/2023] [Indexed: 08/15/2023] Open
Abstract
Background Simulation based training (SBT) has become an important tool in medical education, yet a comprehensive review of its effect in anesthesiology is currently lacking. This study was aimed to compare the effect of SBT versus non-simulation based training (NSBT) in anesthesia education. Methods Data were derived from PubMed, Ovid (EMBASE and MEDLINE), China National Knowledge Infrastructure (CNKI) and China Biology Medicine (CBM) from database inception up to June 2022. We included published randomized controlled trials (RCTs) that assessed the impact of Simulation-Based Training (SBT) on anesthesiology training and compared it to Non-Simulation-Based Training (NSBT). Results 25 eligible studies were included, with a total sample size of 1621 medical students. SBT was associated with improved theoretical scores [mean difference (MD):5.28, 95%CI 3.06 to 7.49, P < 0.01] and skill scores (MD: 7.63, 95% CI 5.7 to 9.57, P < 0.01) in comparison with NSBT. And SBT significantly improved teaching effects, including success rate, analytic skill in clinical setting, learning interest, learn efficiency and satisfaction survey. Also, a dramatic promotion was observed in the evaluation of non-technical ability consisting of cooperative ability, problem solving ability and situational awareness after trainees with SBT. Conclusions Simulation-based training is an effective method for improving theoretical scores, skill scores, teaching effects and non-technical ability. Yet, further good-quality RCTs are required to confirm these changes translate to improved patient outcomes. Furthermore, it is important to carefully consider the cost-benefit effect to conduct simulation-based in anesthesiology education.
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Affiliation(s)
- Yi Su
- Department of Algology, The People's Hospital of Dujiangyan, No 622 Baolian Road, Dujiangyan, Sichuan, 611830, China
| | - Yi Zeng
- Department of Algology, The People's Hospital of Dujiangyan, No 622 Baolian Road, Dujiangyan, Sichuan, 611830, China
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Galindo Neto NM, Sá GGDM, Barros LM, Lima MMDS, Santos SMJD, Caetano JÁ. Effectiveness of educational video on deaf people's knowledge and skills for cardiopulmonary resuscitation: a randomized controlled trial. Rev Esc Enferm USP 2023; 57:e20220227. [PMID: 37216652 DOI: 10.1590/1980-220x-reeusp-2022-0227en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 03/13/2023] [Indexed: 05/24/2023] Open
Abstract
OBJECTIVE To analyze the effectiveness of an educational video on deaf people's knowledge and skills about cardiopulmonary resuscitation. METHOD A randomized trial, carried out at three schools with 113 deaf people (control group = 57 and intervention group = 56). After the pre-test, the control group was exposed to the lecture, while the intervention group was exposed to the video. The post-test occurred immediately after the intervention and was repeated after 15 days. A validated instrument was used, with 11 questions, presented in video/Libras (to enable understanding by deaf people) and in written/printed form (to record the answers). RESULTS In the analysis of knowledge, the median of correct answers in the pre-test was similar between the groups (p = 0.635), while the intervention group had a higher accuracy in the immediate post-test (p = 0.035) and after 15 days (p = 0.026). In the skill analysis, the median of correct answers in the pre-test was higher in the control group (p = 0.031). There was no difference in the immediate post-test (p = 0.770), and there was a higher accuracy in the intervention group in the post-test after 15 days (p = 0.014). CONCLUSION The video proved to be effective in increasing deaf people's knowledge and skills about cardiopulmonary resuscitation. Brazilian Registry of Clinical Trials: RBR-5npmgj.
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Affiliation(s)
- Nelson Miguel Galindo Neto
- Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco, Departamento de Enfermagem, Pesqueira, PE, Brazil
| | - Guilherme Guarino de Moura Sá
- Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco, Departamento de Enfermagem, Belo Jardim, PE, Brazil
| | - Lívia Moreira Barros
- Universidade da Integração Internacional da Lusofonia Afro-Brasileira, Instituto de Ciências da Saúde, Redenção, CE, Brasil
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Saba PS, Canonico ME, Gambaro A, Gazale G, Piga S, Santomauro M, Roscio G. Systematic basic and advanced resuscitation training in medical students and fellows: a proposal from the Working Group on Cardiovascular Urgences and Emergencies of the Italian Society of Cardiology. J Cardiovasc Med (Hagerstown) 2023; 24:e128-e133. [PMID: 37186563 DOI: 10.2459/jcm.0000000000001421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
Sudden cardiac arrest is a leading cause of death in Europe. High-quality cardiopulmonary resuscitation (CPR) and guidelines compliance of rescuers have been associated with better outcomes after cardiac arrest. However, wide variability in attempting bystander CPR manoeuvres has been reported. Educational programmes for teaching CPR to medical students and fellows are highly advisable in this context. However, there is no homogeneity regarding the CPR education offered by academic institutions. We surveyed 208 Italian medical students and 162 fellows in cardiology regarding the educational offer and needs in CPR. Among the 11 medical schools surveyed, 8 (73%) offer basic (BLS) courses but only 3 (38%) with formal certification of 'BLS provider', while none offers advanced (ACLS/ALS) courses. Among the 30 specialization schools in cardiology surveyed, 10 (33%) offer a BLS course (6 with formal certification of 'BLS provider'), and 8 (27%) offer an ACLS/ALS course (5 with formal certification). Only a minority of students and fellows perceive themselves as highly proficient either in BLS or ACLS/ALS, although most of the fellows were involved at least once in rescuing a cardiac arrest. The present position paper analyses and suggests the strategies that should be adopted by Italian medical and specialization schools to spread the CPR culture and increase the long-standing retention of CPR-related technical and nontechnical skills.
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Affiliation(s)
- Pier Sergio Saba
- Clinical and Interventional Cardiology, Azienda Ospedaliero-Universitaria di Sassari, Sassari
| | - Mario Enrico Canonico
- Department of Advanced Biomedical Sciences, University of Naples Federico II, Naples
| | - Alessia Gambaro
- Department of Cardiology, Azienda Ospedaliera Universitaria di Verona, Verona
| | - Giovanni Gazale
- Center for Sports Medicine and Cardiology- Azienda Sanitaria Locale 1, Sassari
| | - Stefania Piga
- Pediatric Cardiology, Azienda Ospedaliero-Universitaria di Sassari, Sassari
| | - Maurizio Santomauro
- Department of Advanced Biomedical Sciences, University of Naples Federico II, Naples
| | - Giancarlo Roscio
- Department of Clinical, Internal, Anesthesiologic and Cardiovascular Sciences, University of Rome Sapienza, Rome, Italy
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Sianipar IR, Tantri AR, Muktiarti D, Dwijayanti A, Manggala SK, Muliyah E. Comparison Between Self-Deliberate Practice and Directed Learning Training Methods for Basic Life Support Knowledge and High-Quality Cardiopulmonary Resuscitation Skill Retention in Second-Year Medical Students 3 and 6 Months After Training. MEDICAL SCIENCE EDUCATOR 2023; 33:395-400. [PMID: 37261012 PMCID: PMC10226953 DOI: 10.1007/s40670-023-01746-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/09/2023] [Indexed: 06/02/2023]
Abstract
Background Cardiopulmonary resuscitation (CPR) requires well-trained medical personnel. Multiple learning methods can be done for CPR skills training. This study aimed to compare self-deliberate practice (SDP) method and directed learning (DL) method to improve basic life support (BLS) knowledge and CPR skill performance in medical students. Methods This is an experimental, single-blind, randomized controlled trial study of 40 medical students from February to July 2019. Forty subjects were randomly assigned into SDP and DL groups through a voluntary sampling method. Both groups attended a 1-day course and then practiced once a month for 3 months. The DL group had practice sessions with assigned tutors, while the SDP group had to practice by themselves. Examination of BLS knowledge and CPR performance quality (compression depth, rate, and performance score) was collected before and after course lecture, after a skills training, 3 and 6 months after training. Results Subject characteristics of both groups were comparable. Significant knowledge and skill improvement were found in the DL group and the SDP group when compared to their knowledge and skill before training. There were no significant differences between both groups in BLS knowledge and CPR performance quality in all examination periods. Conclusion Both SDP and DL teaching methods show significant improvement and excellent retention in BLS knowledge and high-quality CPR performance. These two learning methods are both feasible and bring positive results for students. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01746-7.
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Affiliation(s)
- Imelda Rosalyn Sianipar
- Simulation-Based Medical Education and Research Center (SIMUBEAR), Indonesian Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Education Tower, 8 – 9th Floor, Jl. Salemba Raya No. 6, 10430 Jakarta, Indonesia
- Department of Medical Physiology and Biophysics, Faculty of Medicine, Universitas Indonesia, Jl. Salemba Raya No. 6, Jakarta, 10430 Indonesia
| | - Aida Rosita Tantri
- Simulation-Based Medical Education and Research Center (SIMUBEAR), Indonesian Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Education Tower, 8 – 9th Floor, Jl. Salemba Raya No. 6, 10430 Jakarta, Indonesia
- Department of Anesthesiology and Intensive Care, Faculty of Medicine, Universitas Indonesia, Cipto Mangunkusumo Hospital, Jl. Diponegoro No. 71, Jakarta, 10430 Indonesia
| | - Dina Muktiarti
- Simulation-Based Medical Education and Research Center (SIMUBEAR), Indonesian Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Education Tower, 8 – 9th Floor, Jl. Salemba Raya No. 6, 10430 Jakarta, Indonesia
- Department of Child Health, Faculty of Medicine, Universitas Indonesia, Cipto Mangunkusumo Hospital, Jl. Diponegoro No. 71, Jakarta, 10430 Indonesia
| | - Adisti Dwijayanti
- Simulation-Based Medical Education and Research Center (SIMUBEAR), Indonesian Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Education Tower, 8 – 9th Floor, Jl. Salemba Raya No. 6, 10430 Jakarta, Indonesia
- Department of Medical Pharmacy, Faculty of Medicine, Universitas Indonesia, Jl. Salemba Raya No. 6, Jakarta, 10430 Indonesia
| | - Sidharta Kusuma Manggala
- Department of Anesthesiology and Intensive Care, Faculty of Medicine, Universitas Indonesia, Cipto Mangunkusumo Hospital, Jl. Diponegoro No. 71, Jakarta, 10430 Indonesia
| | - Evi Muliyah
- Simulation-Based Medical Education and Research Center (SIMUBEAR), Indonesian Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Education Tower, 8 – 9th Floor, Jl. Salemba Raya No. 6, 10430 Jakarta, Indonesia
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Zhang X, Zhang G, Liu J, Song X, Li M, Zhang Y, Hao J, Wang C, Li H. Cross-sectional study of the quality of randomized control trials on problem-based learning in medical education. Clin Anat 2023; 36:151-160. [PMID: 36349397 DOI: 10.1002/ca.23977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Revised: 10/24/2022] [Accepted: 11/04/2022] [Indexed: 11/11/2022]
Abstract
Problem-based learning (PBL) is increasingly being used in medical education globally, but its effectiveness in teaching remains controversial. A randomized controlled trial (RCT) is the method of choice for evaluating its effectiveness. The quality of an RCT has a significant effect on this evaluation, but to date we have not seen an assessment of the quality of RCTs for PBL. Two researchers searched MEDLINE and EMBASE for RCTs addressing PBL in medical education. The overall quality of each report was measured on a 28-point overall quality score (OQS) based on the 2010 revised Comprehensive Standards for Reporting and Testing (CONSORT) Statement. Furthermore, to study the key factors affecting OQS more effectively, a linear regression model of those factors was established using SPSS. After literature screening, 30 RCTs were eventually included and analyzed. The median OQS was 15 (range, 7-20), which meant that half of the items in the revised 2010 CONSORT statement were poorly reported in at least 40% of the RCTs analyzed. The regression model showed that the year of publication of RCTs and the impact factors of the journals in which they were published were the main factors affecting OQS. The overall quality of reporting of RCTs on PBL teaching in medical education was not satisfactory. Some RCTs were subjectively selective in reporting certain items, leading to heterogeneity in quality. It is expected that statisticians will develop new standards more suitable for evaluating RCTs related to teaching research and that editors and peer reviewers will be required to review the relevant RCTs more strictly.
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Affiliation(s)
- Xiaoli Zhang
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Guanran Zhang
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Jing Liu
- Department of Biostatistics, School of Public Health, Shandong University, Jinan, China
| | - Xinyi Song
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Manyu Li
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Yuhua Zhang
- Information-based Teaching Research Center, School of Basic Medical Sciences, Shandong University, Jinan, China
| | - Jing Hao
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Chuanzheng Wang
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
| | - Han Li
- Department of Histology & Embryology, School of Basic Medical Sciences, Key Laboratory for Experimental Teratology of Ministry of Education, Shandong University, Jinan, China
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Exploring the activities and outcomes of digital teaching and learning of practical skills in higher education for the social and health care professions: a scoping review. DISCOVER EDUCATION 2023; 2:2. [PMID: 36619252 PMCID: PMC9809526 DOI: 10.1007/s44217-022-00022-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Accepted: 12/05/2022] [Indexed: 01/04/2023]
Abstract
Higher education for health care professionals faces numerous challenges. It is important to develop and apply methods supporting education, especially the practical skills. This scoping review aimed to explore the activities and learning outcomes of digital technology in practical skills teaching and learning in higher education for the social and health professions. Scoping review recommendations and the PRISMA-ScR checklist were applied. Randomized controlled trials published between 2016 and 2021 involving students in higher education who were taking courses in the social sciences and health care and reported interventions with digital technology activities and practices in practical teaching and learning were included. The CINAHL Plus, PubMed, Scopus, ERIC, and Sociological Abstracts/Social Services Abstracts databases were searched. Teaching methods were blended, e-learning or other online-based, and digital simulation-based activities. Teaching and learning environments, methods, resources, and activity characteristics varied, making a summary difficult. Interventions were developed in a face-to-face format prior to digitalization. The outcomes were measured at the knowledge level, not at the performance level. One-third of the studies showed a significant improvement in practical skills in the intervention group in comparison to the control conditions. The use of digital technology in the learning and teaching process have potential to develop of students' skills, knowledge, motivation, and attitudes. The pedagogy of technology use is decisive. The development of new digital methods for teaching and learning practical skills requires the engagement of students and teachers, in addition the researchers.
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Lauridsen KG, Løfgren B, Brogaard L, Paltved C, Hvidman L, Krogh K. Cardiopulmonary Resuscitation Training for Healthcare Professionals: A Scoping Review. Simul Healthc 2022; 17:170-182. [PMID: 34652328 DOI: 10.1097/sih.0000000000000608] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
SUMMARY STATEMENT The optimal strategy for training cardiopulmonary resuscitation (CPR) for healthcare professionals remains to be determined. This scoping review aimed to describe the emerging evidence for CPR training for healthcare professionals.We screened 7605 abstracts and included 110 studies in this scoping review on CPR training for healthcare professionals. We assessed the included articles for evidence for the following topics: training duration, retraining intervals, e-learning, virtual reality/augmented reality/gamified learning, instructor-learner ratio, equipment and manikins, other aspects of contextual learning content, feedback devices, and feedback/debriefing. We found emerging evidence supporting the use of low-dose, high-frequency training with e-learning to achieve knowledge, feedback devices to perform high-quality chest compressions, and in situ team simulations with debriefings to improve the performance of provider teams.
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Affiliation(s)
- Kasper Glerup Lauridsen
- From the Department of Medicine (K.G.L., B.L.), Randers Regional Hospital, Randers; Research Center for Emergency Medicine (K.G.L., B.L., K.K.), Aarhus University Hospital, Aarhus, Denmark; Center for Simulation, Innovation, and Advanced Education (K.G.L.), Children's Hospital of Philadelphia, Philadelphia; Department of Clinical Medicine (B.L.), Aarhus University; Department of Obstetrics and Gynaecology (L.B., L.H.), Aarhus University Hospital; Corporate HR Midtsim (C.P.) Central Denmark Region; and Department of Anesthesiology, Aarhus University Hospital (K.K.), Aarhus University Hospital, Aarhus, Denmark
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Evaluation of Stop the Bleed Training Among High School Personnel: A Qualitative Study. J Trauma Nurs 2022; 29:119-124. [PMID: 35536339 DOI: 10.1097/jtn.0000000000000651] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Uncontrolled hemorrhage is the primary preventable cause of death following trauma. Stop the Bleed training exists to promote identification and basic treatment of life-threatening bleeding in the prehospital or community setting. Limited qualitative research is available on participant evaluation of hemorrhage control training for laypersons. OBJECTIVE To evaluate the experience and satisfaction with Stop the Bleed training among lay community members in an urban public school setting. METHODS Three group interviews were conducted with public high school personnel (faculty and staff) who received Stop the Bleed training. Personnel were asked to evaluate the training and provide suggestions for improvement. Responses were digitally recorded and transcribed verbatim. Content analysis for common themes was performed using NVivo. RESULTS A total of eight participants were interviewed. Participants expressed satisfaction with hands-on training and dissatisfaction with crowded and rushed training conditions. Major themes included: (1) skill acquisition, retention, and decay, (2) training format and setting, and (3) use of simulation. CONCLUSIONS Current Stop the Bleed training is considered satisfactory among public school educators. Suggestions for improvement include annual retraining programs and simulation-enhanced training opportunities.
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D’Eon M, Zhao R. Five ways for facilitators to get a grip on small group learning. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:82-88. [PMID: 35572022 PMCID: PMC9099166 DOI: 10.36834/cmej.72949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Successful groups do not happen by chance, and they do not depend solely or even mainly on the interpersonal skills of the group members. Cooperative learning (CL) theory tells us that small groups are successful when facilitators structure and organize the small group to include each one of the five elements of cooperative learning. In this article, we have described each of these five elements as a way to get a grip on small group learning: positive interdependence, promotive interaction, group and individual accountability, interpersonal and small group skills, and group processing. To help our readers remember the five key elements of CL, the five ways to get a grip on small group facilitation, we have created an infographic.
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Affiliation(s)
- Marcel D’Eon
- Medical College of Georgia, Augusta University, Georgia, USA
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Trullàs JC, Blay C, Sarri E, Pujol R. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC MEDICAL EDUCATION 2022; 22:104. [PMID: 35177063 PMCID: PMC8851721 DOI: 10.1186/s12909-022-03154-8] [Citation(s) in RCA: 70] [Impact Index Per Article: 35.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2021] [Accepted: 02/02/2022] [Indexed: 05/31/2023]
Abstract
BACKGROUND Problem-based learning (PBL) is a pedagogical approach that shifts the role of the teacher to the student (student-centered) and is based on self-directed learning. Although PBL has been adopted in undergraduate and postgraduate medical education, the effectiveness of the method is still under discussion. The author's purpose was to appraise available international evidence concerning to the effectiveness and usefulness of PBL methodology in undergraduate medical teaching programs. METHODS The authors applied the Arksey and O'Malley framework to undertake a scoping review. The search was carried out in February 2021 in PubMed and Web of Science including all publications in English and Spanish with no limits on publication date, study design or country of origin. RESULTS The literature search identified one hundred and twenty-four publications eligible for this review. Despite the fact that this review included many studies, their design was heterogeneous and only a few provided a high scientific evidence methodology (randomized design and/or systematic reviews with meta-analysis). Furthermore, most were single-center experiences with small sample size and there were no large multi-center studies. PBL methodology obtained a high level of satisfaction, especially among students. It was more effective than other more traditional (or lecture-based methods) at improving social and communication skills, problem-solving and self-learning skills. Knowledge retention and academic performance weren't worse (and in many studies were better) than with traditional methods. PBL was not universally widespread, probably because requires greater human resources and continuous training for its implementation. CONCLUSION PBL is an effective and satisfactory methodology for medical education. It is likely that through PBL medical students will not only acquire knowledge but also other competencies that are needed in medical professionalism.
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Affiliation(s)
- Joan Carles Trullàs
- Medical Education Cathedra, School of Medicine, University of Vic-Central University of Catalonia, Vic, Barcelona, Spain
- Internal Medicine Service, Hospital de Olot i Comarcal de La Garrotxa, Olot, Girona, Spain
- The Tissue Repair and Regeneration Laboratory (TR2Lab), University of Vic-Central University of Catalonia, Vic, Barcelona, Spain
| | - Carles Blay
- Medical Education Cathedra, School of Medicine, University of Vic-Central University of Catalonia, Vic, Barcelona, Spain
- Catalan Institute of Health (ICS) - Catalunya Central, Barcelona, Spain
| | - Elisabet Sarri
- The Tissue Repair and Regeneration Laboratory (TR2Lab), University of Vic-Central University of Catalonia, Vic, Barcelona, Spain
| | - Ramon Pujol
- Medical Education Cathedra, School of Medicine, University of Vic-Central University of Catalonia, Vic, Barcelona, Spain
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Nascimento JDSG, Nascimento KGD, Alves MG, Braga FTMM, Regino DDSG, Dalri MCB. Effectiveness of co-debriefing to develop clinical skills in basic life support: randomized pilot study. Rev Gaucha Enferm 2022; 43:e20220032. [DOI: 10.1590/1983-1447.2022.20220032.en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Accepted: 05/16/2022] [Indexed: 11/19/2022] Open
Abstract
ABSTRACT Objective To compare the effectiveness of co-debriefing with debriefing with a facilitator in the development of clinical competences in nursing students in the simulated care of cardiac arrest. Method Randomized pilot study, carried out at a university in Minas Gerais, Brazil, in August 2021, with 17 students, to compare debriefing with a facilitator (control n=8) with co-debriefing (intervention n=9). Pre- and post-test, Objective Structured Clinical Examination and scales were used to assess behavioral skills. Wilcoxon and Mann-Whitney nonparametric comparison tests were used for analysis. Results The intervention group performed better than the control for knowledge about basic life support (control=17.00±2.39 and intervention=19.22 ± 0.66, p=0.021) and psychomotor skills (control=8.12±0.13 and intervention=8.50 ± 0.001, p<0.001). There were no significant differences for behavioral skills. Conclusion Co-debriefing appears to be more effective than debriefing with a facilitator to develop clinical skills in basic life support in nursing.
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Nascimento JDSG, Nascimento KGD, Alves MG, Braga FTMM, Regino DDSG, Dalri MCB. Efetividade do co-debriefieng para desenvolver competências clínicas no suporte básico de vida: estudo piloto randomizado. Rev Gaucha Enferm 2022. [DOI: 10.1590/1983-1447.2022.20220032.pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
RESUMO Objetivo Comparar a efetividade entre co-debriefing com debriefing com facilitador no desenvolvimento de competências clínicas em estudantes de enfermagem no atendimento simulado da parada cardiorrespiratória. Método Estudo-piloto randomizado, realizado em uma universidade de Minas Gerais, Brasil, em agosto de 2021 com 17 estudantes, para comparar o debriefing com um facilitador (controle n=8) e com o co-debriefing (intervenção n=9). Utilizaram-se pré e pós-teste, Exame Clínico Objetivo Estruturado e escalas para avaliar as habilidades comportamentais. Adotaram-se testes de comparação não paramétricos Wilcoxon e Mann-whitney para análise. Resultados O grupo intervenção obteve desempenho superior ao controle para o conhecimento sobre o suporte básico de vida (controle=17,00±2,39 e intervenção=19,22 ± 0,66, p=0,021) e habilidades psicomotoras (controle=8,12±0,13 e intervenção=8,50 ± 0,001, p<0,001). Não houve diferenças significativas para as habilidades comportamentais. Conclusão O co-debriefing parece ser mais efetivo do que o debriefing como um facilitador para desenvolver competências clínicas no suporte básico de vida em enfermagem.
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Yeow MWX, Ng JYX, Nguyen VH, Quan AD, Le HT, Nguyen TN, Le AT, Li Z, Tang JZY, Koh DR, Hwang JYF. Knowledge and attitudes of Vietnamese high school students towards cardiopulmonary resuscitation: Results from a pilot student-led cross-country bystander training workshop. PROCEEDINGS OF SINGAPORE HEALTHCARE 2021. [DOI: 10.1177/2010105820979726] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Objectives: This is a first-of-its-kind cross-country collaboration between medical students from Singapore and Vietnam in conducting a cardiopulmonary resuscitation (CPR) workshop for Vietnamese high school students. Our objective was to assess the effectiveness of CPR training in improving students’ knowledge and attitudes towards CPR. Methods: The CPR workshop was conducted using active learning methods, including interactive lecture session, games, small group demonstration and hands-on practice on the mannequin. Knowledge and attitudes towards CPR were studied using a standardised questionnaire administered at three time points: before the workshop (TP1), immediately after the workshop (TP2) and three months after the workshop (TP3). Results: There was an improvement in the median knowledge score from 6.5/14 at TP1 to 13/14 at TP2 ( p<0.001) which was sustained at TP3 (10/14). Willingness and confidence in performing CPR on strangers increased from TP1 to TP2. From TP2 to TP3, however, there was a decrease in willingness to perform CPR on all groups, though confidence in performing CPR remained high at TP3. The most-cited concern about performing CPR was a lack of skills and knowledge. Most participants picked formal training courses to increase confidence in performing CPR. Conclusions: The CPR training was effective in improving the knowledge and attitudes of high school students towards CPR. Our study supports expanding this workshop to train more students in basic cardiac life support in the community and further collaboration internationally between medical schools in order to increase the number of students in the community competent in performing CPR.
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Affiliation(s)
| | - Julia Yu Xin Ng
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Van Hinh Nguyen
- Faculty of Medicine, Vietnam Military Medical University, Vietnam
| | - Anh Dung Quan
- Faculty of Medicine, Vietnam Military Medical University, Vietnam
| | - Huyen Trang Le
- Faculty of Medicine, Vietnam Military Medical University, Vietnam
| | - Thi Nga Nguyen
- Faculty of Pharmacy, Vietnam Military Medical University, Vietnam
| | - Anh Tuan Le
- Department of Nursing, Vietnam Military Medical University, Vietnam
- Department of Urology Surgery, Military Hospital 103, Vietnam Military Medical University, Vietnam
| | - Zisheng Li
- Emergency Medicine Department, National University Hospital, National University Health System, Singapore
| | - Jonathan Zhe Ying Tang
- Emergency Medicine Department, National University Hospital, National University Health System, Singapore
| | - Dow Rhoon Koh
- Departments of Physiology and Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Jeff Yi-Fu Hwang
- Saw Swee Hock School of Public Health, National University of Singapore, Singapore
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dos Santos ECA, Fontes CJF, D’Artibale EF, Miravete JDC, Ferreira GE, Ribeiro MRR. Simulation for teaching cardiorespiratory resuscitation by teams: setting and performance assessment. Rev Lat Am Enfermagem 2021; 29:e3406. [PMID: 34231784 PMCID: PMC8253347 DOI: 10.1590/1518-8345.3932.3406] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2019] [Accepted: 07/31/2020] [Indexed: 12/01/2022] Open
Abstract
OBJECTIVE to evaluate the acquisition of cognitive knowledge in cardiorespiratory resuscitation through training mediated by health simulation and to verify satisfaction with the teaching methodology design. METHOD a study of quasi-experimental intervention, of the before and after type, with only one group. Population composed of medical students in the internship phase, nurses and resident physicians, nursing technicians and nurses of the institution's effective staff. Convenience sampling consisting of 91 participants. Data collected through the Sociodemographic and Educational Questionnaire, Knowledge Test and Simulation Design Scale. Data was organized in tables and analyzed based on absolute frequencies, measures of central tendency and dispersion, Cronbach's alpha reliability test, Wilcoxon's test. RESULTS the increase in cognitive learning was 81.9%, being that for nursing technicians it was 117.8 %. Wilcoxon's test showed a significant increase (p<0.0001) in knowledge. The Simulation Design Scale, displayed 4.55 of global mean. Cronbach's alpha pointed good internal consistency (0.898). CONCLUSION the health simulation was effective as a learning-teaching method in cardiorespiratory resuscitation, being effective in increasing knowledge in cardiorespiratory arrest, with a great level of design satisfaction.
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Nascimento JDSG, Nascimento KGD, Oliveira JLGD, Alves MG, Silva ARD, Dalri MCB. Clinical simulation for nursing competence development in cardiopulmonary resuscitation: systematic review. Rev Lat Am Enfermagem 2020; 28:e3391. [PMID: 33174995 PMCID: PMC7647418 DOI: 10.1590/1518-8345.4094.3391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2020] [Accepted: 07/13/2020] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE to identify the effectiveness of clinical simulation for competence development regarding cardiopulmonary resuscitation in comparison with different teaching and learning strategies used in the education of nursing students. METHOD systematic review, performed on the databases PubMed®/MEDLINE®, LILACS, Scopus, CINAHL and Web of Science. The Rayyan QCRI application was used to select the studies, in addition to the instruments for assessing the methodological quality of Joanna Briggs Institute and the Medical Education Research Study Quality Instrument. RESULTS a total of 887 studies were identified, and five we included in the final sample. The included studies had good methodological quality by the assessment instruments. All of them had statistically significant results to develop competence through clinical simulation, when compared to other methods. CONCLUSION clinical simulation proved to be effective for the development of clinical competence in cardiopulmonary resuscitation of nursing students.
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Affiliation(s)
- Juliana da Silva Garcia Nascimento
- Universidade de São Paulo Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil.,Scholarship holder at the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brazil
| | | | - Jordana Luiza Gouvêa de Oliveira
- Universidade de São Paulo Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| | | | - Aline Roberta da Silva
- Universidade de São Paulo Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Maria Celia Barcellos Dalri
- Universidade de São Paulo Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
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Cardiac arrest: An interdisciplinary scoping review of the literature from 2019. Resusc Plus 2020; 4:100037. [PMID: 34223314 PMCID: PMC8244427 DOI: 10.1016/j.resplu.2020.100037] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Revised: 09/29/2020] [Accepted: 10/04/2020] [Indexed: 01/09/2023] Open
Abstract
Objectives The Interdisciplinary Cardiac Arrest Research Review (ICARE) group was formed in 2018 to conduct a systematic annual search of peer-reviewed literature relevant to cardiac arrest. Now in its second year, the goals of the review are to illustrate best practices in research and help reduce compartmentalization of knowledge by disseminating clinically relevant advances in the field of cardiac arrest across disciplines. Methods An electronic search of PubMed using keywords related to cardiac arrest was conducted. Title and abstracts retrieved by these searches were screened for relevance, classified by article type (original research or review), and sorted into 7 categories. Screened manuscripts underwent standardized scoring of overall methodological quality and impact on the categorized fields of study by reviewer teams lead by a subject-matter expert editor. Articles scoring higher than 99 percentiles by category-type were selected for full critique. Systematic differences between editors’ and reviewers’ scores were assessed using Wilcoxon signed-rank test. Results A total of 3348 articles were identified on initial search; of these, 1364 were scored after screening for relevance and deduplication, and forty-five underwent full critique. Epidemiology & Public Health represented 24% of fully reviewed articles with Prehospital Resuscitation, Technology & Care, and In-Hospital Resuscitation & Post-Arrest Care Categories both representing 20% of fully reviewed articles. There were no significant differences between editor and reviewer scoring. Conclusions The sheer number of articles screened is a testament to the need for an accessible source calling attention to high-quality and impactful research and serving as a high-yield reference for clinicians and scientists seeking to follow the ever-growing body of cardiac arrest-related literature. This will promote further development of the unique and interdisciplinary field of cardiac arrest medicine.
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Mobile Application as a Learning Aid for Nurses and Nursing Students to Identify and Care for Stroke Patients: Pretest and Posttest Results. Comput Inform Nurs 2020; 38:358-366. [PMID: 32427611 DOI: 10.1097/cin.0000000000000623] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Cerebrovascular accident is a serious public health problem and requires the attention of professionals who can detect, diagnose, and provide care in a timely fashion. A quantitative quasi-experimental study was conducted using a mobile app called mSmartAVC for clinical evaluation of nursing care at the bedside. The study aimed at measuring the knowledge of nurses and nursing students in the detection and care of cerebrovascular accident. In this study, a total of 115 nurses from health services in the South of Brazil and 35 nursing students of a community university participated. The stages focused on development, modeling of clinical cases, problem-based learning, pretest (before) app use, and posttest (after) use of the app. The results of the pretest and posttest corrections showed a substantial statistical difference (P < .001), indicating a significant knowledge gain after the use of the app, particularly in terms of the detection scales and interpretation of the imaging tests. The mSmartAVC app used at the bedside supported decision-making for detection and nursing care. It was possible to confirm that the use of mobile apps plays an essential role as a learning tool for nurses and nursing students.
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Effect of a New Cardiac Massage Facilitator Device on the Fatigue of Rescue Workers in Cardiopulmonary Resuscitation. JOURNAL OF CARDIOVASCULAR EMERGENCIES 2020. [DOI: 10.2478/jce-2020-0004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Abstract
Introduction: Cardiopulmonary resuscitation is a direct intervention for the prevention or postponement of death in patients with cardiac arrest. The fatigue of rescue workers is of high significance when performing cardiopulmonary resuscitation effectively. The present study aimed to investigate the effect of a cardiac massage facilitator device on the fatigue of rescue workers in cardiopulmonary resuscitation.
Materials and Methods: This experimental study was carried out on 30 emergency medical aid non-continuous bachelor students, divided equally into two groups: one group performed cardiac massage using the device and the other without the device. Fatigue levels were assessed using a visual analog scale to evaluate fatigue severity.
Results: The mean age of participants was 23.42 ± 2.02 years, the mean height was 175 ± 4.43 cm, and the mean weight was 65.45 ± 5.02 kg. There was a statistically significant difference between the mean fatigue scores of the two groups: 0.06 with the device vs. 0.57 without the device.
Conclusion: Our results suggest that the cardiac massage facilitator device presented in this study could be effective in improving the quality of cardiac massage and be helpful in cardiopulmonary resuscitation.
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