Balancing between challenges and trust: Nursing students’ experiences of participating in a course in wilderness medicine

Evju, Anne Svelstad; Høgbakk, Mona Lahm; Lindgren, Sari; Gustin, Lena Wiklund

doi:10.1016/j.nepr.2020.102863

Cited by 2 publications

(1 citation statement)

References 33 publications

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“…Another study from Norway found that an in-situ simulation in WM education of nursing students taught these students to work efficiently in an unknown environment, think "outside the box" when under pressure, and trust their knowledge and abilities while working in critical situations. 27 These skills are not only essential for WM-trained professionals, but are applicable for all medical residencies and fellowships. Although only six students participated, this may be an educational design worth incorporating into a WM curriculum, as WM professionals often care for patients in unexpected conditions and environments.…”

Section: Limitationsmentioning

confidence: 99%

Wilderness Medicine Curricula in United States EMS Fellowship, Emergency Medicine Residency, and Wilderness Medicine Programs

Holstrom-Mercader

Kass

Corsetti

et al. 2022

Prehosp. Disaster med.

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Objective: Wilderness Medicine (WM) focuses on care delivered in austere or resource-scarce environments. The Accreditation Council for Graduate Medical Education (ACGME) requirements and core content for Emergency Medicine (EM) residency and Emergency Medical Services (EMS) fellowship in the United States (US) include some WM topics that are covered to varying degrees in these programs. Furthermore, there are no ACGME-approved WM fellowships or specific curricula. Different training programs may develop WM content and curricula that differ significantly, leading to variations in WM competencies and training. In 2009, the American College of Emergency Physicians (ACEP) Wilderness Medicine Section created a Fellowship Subcommittee and Taskforce to develop a standardized curriculum and core content for EM-based WM fellowships. However, to date, EMS fellowship and EM residency WM curricula in the US content have not been analyzed for consistency with the ACEP WM fellowship curriculum. Methods: In this study, the WM curricula components of EM residency and EMS fellowship were evaluated using the ACEP WM fellowship curriculum as a control. Potential curriculum gaps for each program type were identified. Results: Of the 19 WM competencies developed by the ACEP Wilderness Medicine Section Fellowship Subcommittee and Taskforce, EMS fellowship covers more WM topics (16 topics, or 84%) than EM residency (12 topics, or 63%), and combined, they cover 89% of these topics. Conclusions: By expanding to cover two additional WM topics, all WM curricula topics recommended by the ACEP WM fellowship curriculum could potentially be covered in EM residency + EMS fellowship; however, the depth of education in each topic may vary. It may be beneficial for Graduate Medical Education (GME)-level learners for programs to implement hands-on educational experiences in WM topics.

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Section: Limitationsmentioning

confidence: 99%