<p><span lang="EN-US">Examining students’ contentment with simulation is crucial for giving local and foreign academic teaching personnel feedback. The purpose of this study was to compare students studying emergency medical services’ simulation satisfaction. There were 193 students involved in a comparison cross-sectional design during the second semester of the academic year 2018 utilizing a paper-based English version of the satisfaction with simulation experience scale. The findings revealed a slight to moderate positive correlation for factor two (clinical reasoning), 0.510 (P<0.001); and factor three (clinical learning), 0.628 (P<0.001) for students. A slight negative correlation was also found in factor one (debrief and feedback) 0.092 (P<0.001). The study showed that the reliability was 0.906 for factor one, 0.860 for factor two and 0.872 for factor three. Cronbach’s Alpha for all factors: 0.937. ANOVA showed that factor three is significant with students’ level (df 3, f, 4.186, sig. 0.007). Compared to other factors, students were less satisfied with clinical learning simulation, due to unfamiliarity of students with the simulation mannequin and environment. The frequent implementation of simulation practice in emergency medical services field is highly recommended to enhance mainly clinical learning, master new skills and satisfaction with the learning experience.</span></p>
Background: Studies show that about 90% of accidents occur because of unsafe behavior and human errors. Even if workers do not have the right knowledge toward safety measures in a safe workplace, all efforts for an accident-free workplace will be in vain. Maintaining a safe working environment is reflected on a healthy worker. Some reasons for not implementing the safety policy by most developing countries is lack of basic professional training in occupational health and safety. Objective: The purpose of the study is to assess the impact of the Occupational Health Education Program on the worker's knowledge. Methods: A quasi-experimental, nonequivalent control group pretest-posttest design was used to assess the impact of the Occupational Health Education Program (OHEP) on the worker knowledge. A convenience sample of a total of 38 workers participated in the study, with 20 in the experimental group and 18 in the control group. Results: The findings from the study indicate that OHEP did have significant positive impact on the Jordanian worker's knowledge, but it didn't have comparable impact on the Foreigner worker's knowledge. A comparison of means for the Jordanian experimental group pretest (M =14.25) and posttest (M =18.60) revealed a significant improvement in mean scores (df = 9, Tukey a = 2.98), whereas the control group pretest (M = 14.40) and posttest (M = 14.90) did not statistically significantly (df = 9, t =.64). Findings shows that both the Jordanian and Foreigner experimental and control groups were comparable in relation to their occupational health knowledge before the implementation of the OHEP. Conclusion: The findings support the need for implementation of the OHEP within this population. This study shows that nurses can design, implement and evaluate Health Education Programs for targeted population.
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