Temel Yaşam Desteği Eğitiminde Başarı; “Bireysel Eğitim mi?”, “Grup Eğitimi mi?”: Ön Test - Son Test Randomize Kontrollü Çalışma

Year 2024, , 403 - 410, 19.09.2024

Maide Yeşilyurt , Saide Faydalı

https://doi.org/10.33631/sabd.1443757

Abstract

Amaç: Araştırmada bireysel ve grup çalışması şeklinde iki farklı teknikle hemşirelik öğrencilerine simülasyon ortamında verilen temel yaşam desteği eğitiminin beceri düzeyine etkisinin belirlenmesi amaçlandı.
Gereç ve Yöntemler: Deneysel düzende yürütülen araştırma, Simülasyon ve Modelleme Uygulama ve Araştırma Merkezi’nde ilk yardım dersini alan (n=92) III. sınıf hemşirelik lisans öğrencileri ile gerçekleştirildi. Temel yaşam desteği ile ilgili anlatım ve gösterim tekniği ile eğitim verildikten sonra tüm öğrencilere sınıf ortamında ön test gerçekleştirildi. Simülasyon uygulamasına başlamadan tabakalı randomizasyon yöntemine göre, öğrenciler akademik ortalamaları yönünden eş değer olacak şekilde kollara (46’şar kişi) atandı. Verilerin toplanmasında, araştırmacılar tarafından literatür doğrultusunda hazırlanan soru formu ve kontrol listesi kullanıldı. Simülasyon uygulamasından 30 gün sonra son test gerçekleştirildi.
Bulgular: Öğrencilerin eğitim öncesi ve sonrası temel yaşam desteği uygulama düzeyleri incelendiğinde; bireysel kolda doğru uygulama sayıları ortalama 8,97±2,46’dan 15,28±1,75’e, grup kolunda ise 8,47±2,04’den 14,04±2,74’e yükseldi. Her iki koldaki öğrencilerinde temel yaşam desteği doğru uygulama sayıları grup içinde anlamlı artış gösterirken (p<0,05), kollar arasında fark bulunmadı. Öğrencilerin özelliklerinin temel yaşam desteği uygulama başarısı üzerinde etkisi bulunmadı.
Sonuç: Temel yaşam desteği eğitiminde bireysel ve grupla simülasyonu karşılaştırıldığında uygulama becerisinin gelişmesinde fark olmadığı saptandı. Karşılaştırmalı yeni çalışmaların yapılması önerilir.

Keywords

eğitim, hemşirelik öğrencileri, simülasyon eğitimi, temel yaşam desteği

Success in Basic Life Support Education; "Individual Education?", "Group Education?": Pretest Posttest Randomized Controlled Study

Abstract

Aim: The study aimed to determine the effect of basic life support training given to nursing students in a simulation environment with two different techniques, individual and group study, on their skill level.
Material and methods: This experimental research was conducted with 3rd grade nursing undergraduate students (n=92) taking the first aid course at the Simulation and Modeling Application and Research Center. After training on basic life support (BLS) with explanation and demonstration techniques, a pre-test was conducted in the classroom environment for all students. Before starting the simulation application, according to the stratified randomization method, the students were assigned to arms (46 each) to be equivalent in terms of their academic averages. In collecting data, a questionnaire and checklist prepared by the researchers in line with the literature were used. The final test was conducted 30 days after the simulation application.
Results: When the BLS application levels of the students before and after the training are examined, the average number of correct applications in the individual arm increased from 8.97±2.46 to 15.28±1.75, and in the group arm it increased from 8.47±2.04 to 14.04±2.74.While the number of BLS correct applications of students in both arms increased significantly within the group (p<0.05), there was no difference between the arms. Students' characteristics had no effect on BLS application success.
Conclusion: When comparing individual and group simulation in BLS training, it was determined that there was no difference in the development of application skills. It is recommended that new comparative studies be conducted.

Keywords

education, nursing students, simulation training, basic life support

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