Effectiveness of a Teaching Model in a First Aid Course: A Randomized Clinical Trial

Abstract

Objective: to evaluate the effectiveness of the Active Teaching Model for Critical Thinking in a first aid course for undergraduate nursing students. Method: a clinical, randomized, single blind and parallel trial, conducted at the Federal University of Viçosa (Brazil) in November 2016 with 102 undergraduate nursing students divided into experimental group and control group. In the experimental group, the Problem Based Learning methodology associated with the Active Teaching Model for Critical Thinking was used and, in the control group, only the Problem Based Learning methodology was employed to assess the difference in the average knowledge level of the groups, a test with 25 questions was applied before and after the educational intervention. To identify the effect of the measurement factors on the tests, the analysis of variance was used. Result: a significant interaction effect was observed (F1.100=11.138; p=0.001), indicating that the experimental group showed an improvement in the mean value of the grades between the pre- and post-test, with a high magnitude (d=1.10) Conclusion: the teaching model was effective, being demonstrated by the performance of the experimental group, which presented significantly higher results in terms of knowledge. Brazilian Registry of Clinical Trials, number U1111-1176-5343.

Basic Life Support: Knowledge Assessment Considering the Articulation of Active Teaching Strategies

“…29 In short, knowledge about CPR and BLS is essential for Nursing professionals and enabling it through active strategies, mainly through clinical simulation, favors its acquisition, possibly by favoring the development of critical thinking, stimulating clinical judgment, reflective discussion and active participation of those involved in the learning process -factors that positively impact on the acquisition and retention of cognitive ability/knowledge. 11,[25][26][27][28]30 The main limitations of this study were the following: first, the non-use of a control group to compare the effect of the intervention, added to the non-adoption of a randomized experimental design and, also, the absence of a measurement regarding the retention of the participants' knowledge in the long term. These limitations instigate the need for further research on the theme, by means of randomized clinical trials.…”

Estratégias metodológicas no ensino de primeiros socorros para escolares

“…Deve ser feita uma avaliação inicial do risco de vida e posterior ação com agilidade e segurança [3].…”