ABSTRACT
INTRODUCTION: Stress, described as an adaptation of the body to an event, is a considerable problem among health workers, especially for those who work in emergency situations, as they very often have to face complex situations. It has been proven that stress affects the performance of health professionals, which is why it is interesting to measure it in these situations, to be able to know what methods to implement to reduce it in future events. Despite having previous measurements in healthcare personnel during clinical simulations, this study is relevant because stress has never before been measured in EMS professionals when performing their work. OBJECTIVE: To determine the acute stress experienced by professionals in an Emergency Medical Service (EMS) when handling five types of clinical emergencies. As secondary objectives, to determine if there were differences in the increases in stress in relation to sex, age, profession, team, and above all, type of emergency handled. METHOD: The following were measured for the analysis: physiological (mean heart rate (HR), systolic (SBP) and diastolic (DBP) blood pressure), and biochemical (salivary alpha amylase (sAA) activity) markers, before (Basal) and after (Post-Stress) the interventions of 27 professionals from an EMS. RESULTS: In general, the results obtained showed significant differences between the baseline measurement of physiological and biochemical markers versus the post-exposure measurement. Some of the differences in stress levels in relation to sex and professional role are striking. CONCLUSION: The determination of acute stress experienced by professionals from an EMS in a real emergency showed significant increases in the sAA enzymatic marker of acute stress. These results are the first data published in this regard, and could be used as a reference to follow in clinical simulation in the training of students and the training of nursing professionals. IMPLICATIONS FOR CLINICAL PRACTICE: Evidence based studies are needed to improve the education and training of emergency and intensive care professionals. The results from are a great step in the analysis of the real stress that professionals are subjected to when they handle different emergencies.
Subject(s)
Emergency Medical Services , Humans , Male , Female , Adult , Middle Aged , Heart Rate/physiology , Stress, Psychological , Blood Pressure , Biomarkers , Health Personnel/psychologyABSTRACT
No disponible
Subject(s)
Humans , Coronavirus Infections/prevention & control , Pneumonia, Viral/prevention & control , Pandemics , Checklist/standards , Patient Isolators/standardsABSTRACT
Objetivos: Analizar la eficacia de la realidad virtual (RV) en la formación en reanimación cardiopulmonar (RCP). Método: Estudio experimental, analítico, transversal para analizar el aprendizaje en RCP a través de la RV, en el que los participantes fueron asignados aleatoriamente en grupo control (GC) y grupo RV (GRV). Resultados: La nota del test fue de GRV fue 9,28 (DE 0,91) y el de GC 7,78 (DE 1,63) [diferencia de medias 1,49 (IC95% 0,96-2,02), p < 0,001]. El ritmo medio de las compresiones fue 97,5 (DE 9,7) compresiones/min para el GRV y 80,9 (DE 7,7) compresiones/min para el GC [diferencia de medias 16,6 (IC95% 15,0-18,2), p = 0,003]. La profundidad media fue 34,0 (DE 6,5) mm para el GRV y 27,3 (DE 4,9) mm para el GC [diferencia de medias 6,7 (IC95% 5,77,8), p < 0,001]. Conclusión: La RV es un método de enseñanza de RCP capaz de mejorar los conocimientos teóricos y habilidades prácticas
Objective: To assess the efficacy of virtual reality (VR) in cardiopulmonary resuscitation (CPR) training. Method: Experimental, analytic, cross-sectional study of a CPR training method using VR. Participants were randomly assigned to train in a control group or a VR group. Results: The mean (SD) scores on a scale of 10 after training were 9.28 (0.91) in the VR group and 7.78 (1.63) in the control group, for a mean difference of 1.49 (95% CI, 0.96-2.02; P<.001). The VR group achieved a mean of 97.5 (9.7) compressions/min, versus 80.9 (7.7) compressions/min in the control group, for a mean difference of 16.6 compressions/min (95% CI, 15.0-18.2; P=.003). The mean compression depth in the VR group was 34.0 (6.5) mm, versus 27.9 (4.9) mm in the control group, for a mean difference of 6.7 (95% CI, 5.7-7.8; P<.001). Conclusion: Training with VR can improve CPR theoretical knowledge and practical skills
Subject(s)
Humans , Male , Female , Adult , Cardiopulmonary Resuscitation/education , Simulation Training/methods , Virtual Reality , Clinical Competence , Cross-Sectional StudiesABSTRACT
No disponible
Subject(s)
Humans , Child , School Health Services/organization & administration , School Health Services/standards , Cardiopulmonary Resuscitation/trends , Curriculum/standards , SpainABSTRACT
OBJECTIVES: To assess the efficacy of virtual reality (VR) in cardiopulmonary resuscitation (CPR) training. MATERIAL AND METHODS: Experimental, analytic, cross-sectional study of a CPR training method using VR. Participants were randomly assigned to train in a control group or a VR group. RESULTS: The mean (SD) scores on a scale of 10 after training were 9.28 (0.91) in the VR group and 7.78 (1.63) in the control group, for a mean difference of 1.49 (95% CI, 0.96-2.02; P<.001). The VR group achieved a mean of 97.5 (9.7) compressions/min, versus 80.9 (7.7) compressions/min in the control group, for a mean difference of 16.6 compressions/min (95% CI, 15.0-18.2; P=.003). The mean compression depth in the VR group was 34.0 (6.5) mm, versus 27.9 (4.9) mm in the control group, for a mean difference of 6.7 (95% CI, 5.7-7.8; P<.001). CONCLUSION: Training with VR can improve CPR theoretical knowledge and practical skills.
OBJETIVO: Analizar la eficacia de la realidad virtual (RV) en la formación en reanimación cardiopulmonar (RCP). METODO: Estudio experimental, analítico, transversal para analizar el aprendizaje en RCP a través de la RV, en el que los participantes fueron asignados aleatoriamente en grupo control (GC) y grupo RV (GRV). RESULTADOS: La nota del test fue de GRV fue 9,28 (DE 0,91) y el de GC 7,78 (DE 1,63) [diferencia de medias 1,49 (IC95% 0,96-2,02), p < 0,001]. El ritmo medio de las compresiones fue 97,5 (DE 9,7) compresiones/min para el GRV y 80,9 (DE 7,7) compresiones/min para el GC [diferencia de medias 16,6 (IC95% 15,0-18,2), p = 0,003]. La profundidad media fue 34,0 (DE 6,5) mm para el GRV y 27,3 (DE 4,9) mm para el GC [diferencia de medias 6,7 (IC95% 5,7- 7,8), p < 0,001]. CONCLUSIONES: La RV es un método de enseñanza de RCP capaz de mejorar los conocimientos teóricos y habilidades prácticas.
Subject(s)
Cardiopulmonary Resuscitation/education , Simulation Training/methods , Virtual Reality , Adult , Clinical Competence , Cross-Sectional Studies , Female , Humans , MaleABSTRACT
OBJECTIVES: To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. MATERIAL AND METHODS: A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. RESULTS: The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (P<.001) and 6.00 (3.33) (P<.001). All groups except the control group improved their scores. Scores immediately after instruction and 2 months later were statistically similar after all types of instruction. CONCLUSION: No significant differences between face-to-face instruction and audiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later.
OBJETIVO: Comparar la formación presencial, mediante una clase teórica, frente a la formación no presencial, con un método audiovisual con y sin refuerzo posterior, en el aprendizaje teórico del soporte vital básico (SVB) y el desfibrilador externo automático (DEA) entre los estudiantes de secundaria. METODO: Se llevó a cabo un ensayo clínico aleatorizado que incluyó a 2.225 estudiantes de secundaria procedentes de 15 centros educativos que fueron asignados al azar a uno de los siguientes cinco grupos: 1) Grupo formación presencial sin refuerzo; 2) Grupo formación presencial con refuerzo; 3) Grupo formación audiovisual sin refuerzo; 4) Grupo formación audiovisual con refuerzo; 5) Grupo control. Se realizó un test sobre aspectos teóricos del SVB y DEA antes, después y a los 2 meses de la estrategia formativa. RESULTADOS: Los resultados mostraron diferencias estadísticamente significativas en todos los grupos, excepto el grupo control, entre la puntuación obtenida en el test basal 2,33 (RIC 2,17) y el test inmediato 5,33 (RIC 4,66) (p < 0,001), y entre el test basal y el test final 6,00 (RIC 3,33) (p < 0,001). No hubo diferencias en el aprendizaje inmediato y a los 2 meses entre los diferentes tipos de formaciones. CONCLUSIONES: No se encontraron diferencias entre la formación presencial mediante charlas teóricas y la formación no presencial con método audiovisual en el aprendizaje teórico inmediato y a los dos meses en el aprendizaje teórico del SVB y el DEA entre los estudiantes de secundaria.
Subject(s)
Cardiopulmonary Resuscitation/education , Multimedia , Video Recording , Adolescent , Child , Defibrillators , Educational Measurement , Electric Countershock , Female , Humans , Male , Spain , Students , TeachingABSTRACT
Objetivo. Comparar la formación presencial, mediante una clase teórica, frente a la formación no presencial, con un método audiovisual con y sin refuerzo posterior, en el aprendizaje teórico del soporte vital básico (SVB) y el desfibrilador externo automático (DEA) entre los estudiantes de secundaria. Método. Se llevó a cabo un ensayo clínico aleatorizado que incluyó a 2.225 estudiantes de secundaria procedentes de 15 centros educativos que fueron asignados al azar a uno de los siguientes cinco grupos: 1) Grupo formación presencial sin refuerzo; 2) Grupo formación presencial con refuerzo; 3) Grupo formación audiovisual sin refuerzo; 4) Grupo formación audiovisual con refuerzo; 5) Grupo control. Se realizó un test sobre aspectos teóricos del SVB y DEA antes, después y a los 2 meses de la estrategia formativa. Resultados. Los resultados mostraron diferencias estadísticamente significativas en todos los grupos, excepto el grupo control, entre la puntuación obtenida en el test basal 2,33 (RIC 2,17) y el test inmediato 5,33 (RIC 4,66) (p < 0,001), y entre el test basal y el test final 6,00 (RIC 3,33) (p < 0,001). No hubo diferencias en el aprendizaje inmediato y a los 2 meses entre los diferentes tipos de formaciones. Conclusión. No se encontraron diferencias entre la formación presencial mediante charlas teóricas y la formación no presencial con método audiovisual en el aprendizaje teórico inmediato y a los dos meses en el aprendizaje teórico del SVB y el DEA entre los estudiantes de secundaria (AU)
Objective. To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. Methods. A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. Results. The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (P<001) and 6.00 (3.33) (P <001). All groups except the control group improved their scores. Scores immediately after instruction and 2 months later were statistically similar after all types of instruction. Conclusion. No significant differences between face-to-face instruction and audiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later (AU)
