Assessment of the teaching-learning process in students of the health area: cardiopulmonary resuscitation maneuvers

Kawakame, Patrícia Moita Garcia; Miyadahira, Ana Maria Kazue

doi:10.1590/s0080-623420150000400017

Cited by 14 publications

(21 citation statements)

References 14 publications

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“…The theoretical-conceptual bases that will be addressed involve teaching, learning and motor learning concepts involving the skills and abilities necessary to perform the first aid maneuvers (6)(7)(8) .…”

Section: Introductionmentioning

confidence: 99%

“…Thus, this study will evaluate the learning process of first aid maneuvers, which is a change in the person's ability to perform a skill, which should be inferred as a relatively permanent improvement in performance due to practice or experience. In the activities present in this first aid course there is a predominance of practices for the application of acquired knowledge and habilitation of the maneuvers (6)(7)(8) .…”

Section: Introductionmentioning

confidence: 99%

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First aid at school: teacher and staff training

et al. 2017

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Objective: to evaluate the knowledge of teachers and employees after first aid training. Methods: this is a near pretest and post-test experiment for 35 staff and teachers of a school, evaluated using validated instruments for knowledge and skill in two stages, before and after a course/training. Results: 97.1% (34) female professionals participated, 42.8% (15) reported having received some training and 71.4% (25) had already witnessed an emergency case. Before the training, an average score of 19.43 referring to skill and 2.91 points in knowledge was verified and after 174.57 points in skill and 9.17 in knowledge, a statistically significant difference by the Wilcoxon Signal Station Test (p<0.001). Conclusion: training is effective, with a significant increase in the percentage of correct answers after first aid training in the school environment.Objetivo: avaliar o conhecimento de professores e funcionários após um treinamento de primeiros socorros. Métodos: trata-se de um quase experimento do tipo pré e pós-teste, para 35 funcionários e professores de uma escola, avaliados com a utilização de instrumentos validados, quanto ao conhecimento e a habilidade em duas etapas, antes e após um curso/treinamento. Resultados: participaram 97,1% (34) profissionais do sexo feminino, 42,8% (15) afirmaram já terem recebido algum treinamento e 71,4% (25) já presenciaram uma emergência. Verificou-se antes do treinamento uma pontuação média de 19,43 pontos referentes a habilidade e 2,91 pontos no conhecimento e após 174,57 pontos na habilidade e 9,17 no conhecimento, diferença estatisticamente significativa pelo Teste de Postos Sinalizados de Wilcoxon (p<0,001). Conclusão: o treinamento é efetivo, com aumento significativo da porcentagem de acertos após o treinamento em primeiros socorros no ambiente escolar.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

First aid at school: teacher and staff training

et al. 2017

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“…In the construction of the scenario, it is interesting to use a checklist of actions, which are priorities for the execution of the case, which will be used by the teacher/facilitator. For the students, the checklist will be used to guide observation for the simulation, to facilitate the debriefing, and to direct reflection (Kawakame & Miyadahira, 2015).…”

Section: Discussionmentioning

confidence: 99%

Realistic Simulation as Strategy of Problematization in Women’s Health

Boeckmann¹,

Moura²,

Miranda³

et al. 2018

JPR

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Realistic simulation consists of a tool of active methodology in higher education able to provide an imaginary environment, and thus, allow students to experience real life situations. The objective of the study is to share experiences with the application of realistic simulation in the thematic module about women's health in April 2017, in the Undergraduate Nursing Course, at Escola Superior de Ciências da Saúde (ESCS), in Distrito Federal, Brazil.An experience report in which the problem situation was worked in a protected environment simulating a nursing consultation performed with a pregnant woman in usual risk of labor using an obstetric mannequin. Eight students and two tutors participated. From the results, students have achieved the goal by effectively solving the problem situation and acquiring skills needed for a real setting. It is concluded that realistic simulation provided a creative environment favoring a meaningful learning.

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“…For the students the checklist will be intended to guide the observation for simulation, facilitate the debriefing, and guide the reflection (27) .…”

Section: Progress Of the Situationmentioning

confidence: 99%

“…In relation to the veracity of the situation of the scenario, simulators and actors should be characterized in a way that reproduces a real situation. Resources such as clothing, makeup, and accessories may be used according to the need of the intended scenario (27) . The use of actors also contributes to the assessment and performance of the students before the situation they face (17) .…”

Section: Progress Of the Situationmentioning

confidence: 99%

Development of a theoretical-practical script for clinical simulation

Fabri

Mazzo

Martins

et al. 2017

Rev. esc. enferm. USP

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Objective:To develop a theoretical-practical script based on the opinion of experts to be used in simulated clinical activities. Method: Qualitative study through analysis of content of interviews with experts on the theme in order to develop the proposed script. Of the 24 invited experts, 12 specialists from educational institutions in Brazil and abroad participated in the study in compliance with the ethical precepts. The experts responded to questions on the characterization of their study attributes and described the items required for the development of a simulated scenario. In view of the responses obtained, data content was analyzed and classified into units and subunits of significance. Results: The items mentioned for the development of the script generated seven units of significance. The units and subunits of significance were gathered in three stages of the main components of the simulated scenario: prior, preparation, and finals. Conclusion: This study enables an innovative, stimulating teaching experience, making it easier for professors to use the simulation resource as a learning process in an effective and objective manner, as a guide to professors and researchers in the area of clinical simulation.

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Assessment of the teaching-learning process in students of the health area: cardiopulmonary resuscitation maneuvers

Cited by 14 publications

References 14 publications

First aid at school: teacher and staff training

First aid at school: teacher and staff training

Realistic Simulation as Strategy of Problematization in Women’s Health

Development of a theoretical-practical script for clinical simulation

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