Education and Training

Lennquist, Sten; Montán, Kristina Lennquist

doi:10.1007/978-3-642-21895-8_18

Cited by 3 publications

(5 citation statements)

References 23 publications

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“…Re-education courses and repeated educational programs have been effective in increasing knowledge [23]. Our findings also suggested that the mean scores of knowledge decreased in both groups one month after conducting the education, compared to immediately after the education.…”

Section: Discussionsupporting

confidence: 60%

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Comparison of the Effect of Lecturing and Tabletop Exercise Methods on Level of Preparedness of Nurses against Natural Disasters

Mirzaei

Eftekhari

Mohammadinia

et al. 2020

J. Holist. Nurs. Midwifery

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Hospitals are the first-line care providers in natural disasters. Nurses, as one of the critical health professional groups, require adequate peroration for responding to natural disasters. Due attention has to be paid to various teaching methods to improve the level of nurses' preparedness. Objective: This study compared the effect of lecturing and lecturing-tabletop exercise methods on the level of nurses' preparedness against natural disasters. Materials and Methods: In this quasi-experimental study, 74 nurses were randomly selected from different wards at a hospital in Yazd City, Iran, in 2017. Nurses' preparedness level was measured with the 72-item Scale for Nurses' Preparedness against Natural Disasters, including three areas of knowledge, attitude, and performance. The study participants were assigned into group A (lecturing method, n=37) and group B (lecturing-tabletop exercise method, n=37) using a simple random sampling technique. Nurses' level of preparedness was measured three times (pre-and postintervention, and follow-up) using the Preparedness for Disasters questionnaire. The obtained data were analyzed applying repeated measures Analysis of Variance (ANOVA) and Paired Samples t-test. Results: The mean scores of nurses' knowledge, attitude, and performance were increased by 4.94, 7.38, and 5.59 in group A as well as 6.56, 11.43, and 6.08 in group B. Additionally, the total score of nurses' preparedness in group B was significantly higher at Pre-test, post-test, and one-month followup (107.89±7.50) (P=0.0001). Conclusion: Education (lecturing and lecturing-tabletop exercise methods) positively affected nurses' preparedness. However, it was more effective through lecturing-tabletop exercise methods due to having a scenario and the better participation of nurses in the learning process. This finding emphasizes the positive effect of participants' interactions in the tabletop exercise method on the quality of education, critical skill, and increased level of nurses' preparedness against natural disasters.

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Section: Discussionsupporting

confidence: 60%

“…Positive and dynamic interaction for presentation and the possibility of evaluating all situations before disasters occur are other advantages of this method. Therefore, such training should be implemented and evaluated [23].…”

Section: Plain Language Summarymentioning

confidence: 99%

Comparison of the Effect of Lecturing and Tabletop Exercise Methods on Level of Preparedness of Nurses against Natural Disasters

Mirzaei

Eftekhari

Mohammadinia

et al. 2020

J. Holist. Nurs. Midwifery

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“…). An effective way to train decision-making is in a simulation model where all information needed for the decision is available and the consequences of the decision can be clearly illustrated [7].…”

Section: Demands On Simulation Models For the Training Of Major Incid...mentioning

confidence: 99%

“…One of the most important-maybe even the most importantcomponent in the preparedness for such incidents is the education and training of all medical staff potentially involved in the response [4][5][6]. It is not enough to continue to carry out the normal work more efficiently: a number of well-defined additional skills are needed for accurate management and performance in these difficult situations [7].…”

Section: Introductionmentioning

confidence: 99%

“…It may be used on single occasions to test practical components of the response, but not for the regular training of all staff that needs such training. This creates the need for simulation models for such training [7]. For the accurate training of decision-making, such models have to supply all (and the same) information that the trainee has as a base for the decision in the real situation.…”

Section: Introductionmentioning

confidence: 99%

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Development and evaluation of a new simulation model for interactive training of the medical response to major incidents and disasters

Montán

Hrečkovski

Dobson³

et al. 2013

Eur J Trauma Emerg Surg

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The simulation system tested in this study could, with adjustments based on accumulated experience and evaluations, be developed into a tool for the training of major incident response meeting the specific demands on such training based on recent experiences from major incidents and disasters. Experienced trainees in several courses evaluated the methodology to be accurate for this training, markedly increasing their perceived knowledge and skills in fields of importance for a successful outcome of the response to a major incident.

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