Setting up a clinical skills learning facility

Bradley, P. A.; Postlethwaite, Keith

doi:10.1046/j.1365-2923.37.s1.11.x

Cited by 82 publications

(61 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hemşirelik eğitiminde psikomotor becerilerin öğrenildiği yer mesleksel beceri laboratuvarıdır. 18,19 Mesleksel beceri laboratuvarı klinik uygulamaya benzer ortamlar sağlayarak öğrenciyi kliniğe hazırlar ve teori ile uygulamanın birleştirilmesine yardım eder. [20][21][22][23] Çalışmamızda yer alan öğrencilerin soluk yolu açma, ekspirasyon havasıyla suni solunum ve kalp masajı yapmaya yönelik işlem basamaklarının çoğunda doğru yapma oranlarının simülasyon eğitimi sonrasında arttığı belirlenmiştir.…”

Section: Discussionunclassified

İlk ve Acil Yardım Programında Okuyan Öğrencilere Ambulans Simülasyon Laboratuvarında Uygulanan Eğitimin Temel Beceri Düzeyine Etkisi

Gürol¹,

Öztürk²,

Uslu³

et al. 2017

Sağlık Bilimleri Ve Meslekleri Dergisi

View full text Add to dashboard Cite

ÖZET Amaç: Bu çalışma Sağlık Hizmetleri Meslek Yüksekokulu İlk ve Acil Yardım programında okuyan öğrenciler üzerinde ambulans simülasyon laboratuvarında uygulanan eğitimin beceri düzeyine etkisini incelemek amacıyla yapıldı. Gereç ve Yöntem: Yarı deneme modelinde gerçekleştirilen çalışmaya 2013-2014 öğretim yılında Sağlık Hizmetleri Meslek Yüksekokulu İlk ve Acil Yardım programı birinci sınıfta okuyan 67 öğrenci alındı. Veri toplama aracı olarak, araştırmacılar tarafından hazırlanan, öğrencilerin tanımlayıcı özelliklerini içeren soru formu ve "Beceri Değerlendirme Formu" kullanıldı. Öğrencilerin simülasyon eğitimi öncesi ve sonrasında ambulans içerisinde hastaya müdahale amaçlı yaptıkları temel tıbbi girişimleri ile ilgili beceri düzeyleri, simülasyon uygulamaları öncesinde ve sonrasında "Beceri Değerlendirme Formu" üzerinden değerlendirildi. Simülasyon uygulamaları tekrarlayan aralıklarla üç kez ve öğretim elemanı gözetiminde yapıldı. Bulgular: Çalışmaya katılan öğrencilerin %61.2'si kız, %38.8'i erkek, yaş ortalaması 18.67±1.18 yıl idi. Öğrencilerin %85.1'i sağlık meslek lisesi mezunu olduğunu, %40.3'ü bir kurumda çalışmakta olduğunu ve çalışan öğrencilerin %40.7'si 112'de %14.8'i hastanede acil tıp teknisyeni olarak çalıştığını belirtti. Öğrencilerin simülasyon öncesi ve sonrası "Soluk yolunu açma" ve "Kalp masajını uygulama" işlem basamaklarını doğru yapma oranları karşılaştırıldığında aralarındaki farkın istatistiksel olarak ileri derecede anlamlı olduğu, simülasyon sonrası işlem basamaklarını daha doğru yaptıkları bulunmuştur (p<0.001). Sonuç: Öğrencilerin temel yaşam desteği uygulamalarına yönelik işlem basamaklarının hepsinde doğru yapma oranları simülasyon eğitimi sonrasında artmıştır. Sonuç olarak simülasyonla eğitimin öğrencilerin beceri düzeylerini artırdığı söylenebilir. Anahtar Kelimeler: Beceri, eğitim, simülasyon, temel yaşam desteği uygulamaları ABSTRACT Aim: This study has been performed to evaluate the effect of the applied-education in the ambulance simulation laboratory on the skill level of students registered in the Emergency and First Aid Program of Health Services Vocational School. Material and Methods: 67 students, registered in junior class of the Emergency and First Aid Program of Health Services Vocational School in 2013-2014 academic year, were admitted to the study conducted with half experimental model. Student questionnaires and "Skills Assessment Form" prepared by researchers which contained descriptive features of students were used as the data collection tool. Basic skill levels of students, related to the intervention for the patient in the ambulance, were evaluated pre and post-simulation education using the "Skills Assessment Form". Simulation applications were performed under the supervision of the instructor with repeated intervals. Results: Female percentage were 61.2%, male percentage were 38.8% and the mean age were about 18.67 ± 1.18 for the students participated in the study. 85.1% of the students were the health vocational high school graduates, percentage of the w...

show abstract

Section: Discussionunclassified

İlk ve Acil Yardım Programında Okuyan Öğrencilere Ambulans Simülasyon Laboratuvarında Uygulanan Eğitimin Temel Beceri Düzeyine Etkisi

Gürol¹,

Öztürk²,

Uslu³

et al. 2017

Sağlık Bilimleri Ve Meslekleri Dergisi

View full text Add to dashboard Cite

show abstract

“…It provides a method for students to practice the psychomotor ability they will hone in clinical placement in an attempt to provide sound, evidence-based and holistic care to the patients they encounter whilst also allowing for exposure to similar clinical experiences and phenomena for all [75][76][77]. In addition, the data infers learning through repetition, enhances confidence and understanding [3,78].…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Transforming simulation in clinical education: is pre-placement hybrid learning valuable to healthcare students?

Harper¹,

Eales-Reynolds²,

Markham³

2013

J Contemp Med Edu

View full text Add to dashboard Cite

Innovation in clinical learning is reported as being useful in preparing health and social care students for clinical patient care, but historically these learners have relied on traditional pedagogies including didactic classroom learning and apprenticeship "practice" on live patients in a clinical environment. This paper investigates whether students find it useful to augment traditional learning methods with simulation and video (hybrid learning) as a pre-junct to learning in clinical placement. Replacing the usual initial clinical placement with a 12-week study block employing hybrid-teaching techniques reformed the traditional curriculum for Operating Department Practitioner students. An interpretative phenomenographic methodology was adopted for this study and data was collected through anonymous focus group interviews. The data support two concepts that 1) confidence and self-belief perpetuate the desire for new learning and 2) multi-professional learning develops a professional approach in terms of communication, care intervention and thinking processes. The data presented was obtained using a qualitative phenomenographic approach and the results infer specific advantages of hybrid learning to the participants to supplement traditional teaching methods by addressing theoretical limitations of learning and inequity of placement experiential learning. Limitations to this study are the absence of a control group to directly compare against apprenticeship learning methods alone and the sample group being single site, single cohort.

show abstract

“…Educational research has shown that deliberate practise and immediate structured feedback are crucial to skills acquisition 15 and structured learning within the environment of the clinical skills laboratory enables this in a safe environment and encourages reflective learning. 16 A number of studies have shown the benefits of model-based training -dedicated training sessions or courses which include practical instruction on models have been shown to improve competency and confidence. [11][12][13][14]17 However, no data are currently available for patient outcomes.…”

Section: Discussionmentioning

confidence: 99%

A structured course teaching junior doctors invasive medical procedures results in sustained improvements in self-reported confidence

et al. 2010

View full text Add to dashboard Cite

-Pressure on working hours has led to a decrease in opportunities for training in invasive medical procedures for junior doctors. The effect of a structured course on immediate and medium-term changes in selfreported confidence was investigated. A one-day modelbased practical course was run on two separate occasions teaching central venous line placement, lumbar puncture, Seldinger-technique chest drain insertion and knee joint aspiration. Attendees were asked to indicate their confidence in each procedure on a 10-point Likert scale before, immediately after and three months after the course. Significant improvements in self-reported confidence were seen for all procedures which were sustained at three months. Feedback was universally positive. Practical preclinical training may be a useful adjunct to patient-based training in invasive procedures. The course was particularly popular with foundation year trainees: ideally this training should be available before trainees' first exposure in the clinical setting.

show abstract

Setting up a clinical skills learning facility

Abstract: Detailed planning is required across a number of domains when setting up a clinical skills learning facility.

Cited by 82 publications

References 38 publications

İlk ve Acil Yardım Programında Okuyan Öğrencilere Ambulans Simülasyon Laboratuvarında Uygulanan Eğitimin Temel Beceri Düzeyine Etkisi

İlk ve Acil Yardım Programında Okuyan Öğrencilere Ambulans Simülasyon Laboratuvarında Uygulanan Eğitimin Temel Beceri Düzeyine Etkisi

Transforming simulation in clinical education: is pre-placement hybrid learning valuable to healthcare students?

A structured course teaching junior doctors invasive medical procedures results in sustained improvements in self-reported confidence

Contact Info

Product

Resources

About