Effect of providing basic life support for improving skills in first aid on cardiac arrest for student of senior high school in Kediri

Basic: Life support is an emergency measure to make the airway, breathing without obstruction and helps maintain blood circulation without using tools. Student nurses perform nursing profession must have the skills to perform basic life support basic life support. Help in improving basic life skills student nursing profession in the implementation of basic life support in RSU Karsa Husada Batu. The study design was quasi (quasi-experimental designs) to design one group pre test and post test. Data collection tools with observation sheet with a sample of 30 respondents using random sampling techniques. The independent variable in this study is the simulation simulated basic life support and the dependent variable in this study is the student skills in performing simulated basic life support. Data were analyzed using the Wilcoxon statistical test-signed rank test with α=0.05. RESULTS: showed before getting simulated basic life support skills of the respondents have enough skill as much as 46.7% (14 respondents) and after getting simulated basic life support skills of respondents, 76.73% (23 respondents). Based on Wilcoxon test signed rank test (Asym.p Sig. 2 tailed) earned value 0.000. Because the value of 0.000 is less than <0.05. It can be concluded that there effect simulation help in improving basic life skills nursing profession student assistance in implementing the basic life in RSU Karsa Husada Batu. Students of the nursing profession who have obtained basic aid simulation have good skills increases due to learning their simulations to the knowledge and practice in performing basic life support

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La simulación clínica como herramienta pedagógica. Percepción de los alumnos de Grado en Enfermería en la UCAM (Universidad Católica San Antonio de Murcia) / The clinical simulation as a teaching tool. Perception of students degree in Nursing UCAM (San Antonio Catholic University of Murcia-Spain)

Introducción. En el curso académico 2011/2012 se implantó la simulación clínica en el itinerario formativo del grado de enfermería en la UCAM. Se integró dentro de los diferentes Practicum clínicos para introducir nuevas metodologías docentes centradas en el alumno. Objetivos. Conocer la percepción y opinión de los alumnos de 2º y 3º de grado acerca de la simulación clínica. Valorar las propuestas de mejora del alumnado. Identificar las principales críticas hacia la simulación. Metodología. Investigación cualitativa de tipo explotarorio utilizando un cuestionario semiestructurado impreso con preguntas de opinión abiertas para autoentrevista. La población diana fueron alumnos de 2º y 3º de grado en enfermería que cursaron la simulación clínica en el año 2012. El cuestionario fue cumplimentado por los alumnos entre Enero y Junio de 2012. El procesamiento de los datos se realizó clasificando los mismos según categorías/ subcategorías y sometiendo el discurso a un análisis de contenido. Resultados y discusión. La percepción del alumnado es positiva, valorando sobre todo la adquisición de competencias (priorización, refuerzo de conocimientos, confianza, trabajo en equipo, comunicación, rectificación de errores, entrenamiento previo a la práctica real). Los alumnos muestran su disconformidad con el sistema de evaluación y proponen flexibilidad en la asistencia (AU)

Introduction: Clinical simulation was implemented in the training process of the nursing degree in the UCAM. It was integrated within the different clinical Practicum to introduce new teaching methods focused on teaching the students. Objectives: To know the perception and opinion of the students of 2nd and 3rd grade on clinical simulation. To assess students' suggestions for improvement. To identify the major criticisms of the simulation. Methodology: Qualitative study using a semi-structured questionnaire exploratory with printed opinion questions open for self-interview. The target population was students of 2nd and 3rd grade who were enrolled in nursing clinical simulation in 2012. The questionnaire was completed by the students between January and June 2012. The data processing was performed by classifying them according to categories / subcategories and subjecting the speech to a content analysis. Results and discussion: The perception of students is positive, especially when valuing the acquisition of skills (prioritization, strengthening knowledge, confidence, teamwork, communication, error correction, training prior to actual practice). Students show their dissatisfaction with the current assessment system and propose flexibility in attendance (AU)

La simulación clínica. Entrenamiento de equipos clínicos y facilitador de cambios asistenciales / Clinical simulation as a training tool for clinical teams and care change facilitator

Objetivo. Describir y mostrar los resultados de un programa de formación interprofesional basado en simulación clínica para para dar respuesta a una necesidad formativa de los profesionales del área quirúrgica del Hospital Valdecilla en el manejo de las urgencias vitales en cirugía cardiovascular (CCV). Material. La actividad fue dirigida para entrenar a las 42 enfermeras de turno rotatorio del área quirúrgica junto con personal auxiliar, cirujanos cardiovasculares y anestesistas. Para ello se realizó un estudio de las necesidades formativas y se diseñaron jornadas de entrenamiento mediante simulación clínica, además de sesiones teóricas y talleres in situ en el lugar habitual de trabajo. Resultados. El proyecto formativo se realizó en cuatro fases entre el 21 de mayo al 18 de junio del 2012, dentro de las cuales se efectuaron tres casos clínicos para el entrenamiento multidisciplinar de urgencias habituales en CCV, con la participación total de 65 profesionales y 17 instructores; gracias a los análisis posteriores a los casos, se alcanzaron resultados de mejora del trabajo en equipo y se recogieron diferentes cambios a realizar en la organización clínica del servicio. Conclusiones. La simulación clínica responde al modo de aprendizaje de los adultos, basado en la propia experiencia y la reflexión personal, y todo ello en un entorno que no pone en riesgo a pacientes, ni a profesionales. Es realmente útil y flexible para hacer frente a diferentes retos institucionales; y los participantes resaltaron dos aspectos clave: el caracter multidisciplinar, pudiendo entrenar el equipo habitual de profesionales, y la posibilidad del análisis y reflexión posterior al caso para compartir experiencias y buscar áreas de mejora entre todo el equipo clínico (AU)

Objective: The objective of this article is to describe and show the results of a simulation training interprofesional program to meet a training need of Surgical area professionals in management in cardiovascular surgery emergencies in Valdecilla Hospital. Material: The activity was aimed to train at the 42 nurses in rotation in the surgical area, nursing assistances, cardiovascular surgeons and anesthetists. For it was made a study of the training needs and were designed clinical simulation escenarios, theoretical sessions as well in workshops usual workplace. Results: The training project was conducted in four phases between May 21 to June 18, 2012, within which were 3 clinical cases for multidisciplinary training in emergency usual CCV. With the full participation of 65 professionals and 17 instructors, after further analysis to cases, results were achieved improved teamwork, and picked up, several changes to be made in the organization of the service. Conclusions: Clinical simulation mode responds to adult learning, based on their own experience and personal reflection, and all in an environment that does not risk to patients or professionals. It is really helpful and flexible to meet different institutional challenges and where participants highlighted two key aspects in this activity such as the multidisciplinary team where they could train the professional standard and the possibility of analysis and reflection after the event to share experiences and look for areas of improvement among all the clinical team (AU)

Frequent fliers, school phobias, and the sick student: school health personnel's perceptions of students who refuse school.

BACKGROUND: This study explored school personnel's perceptions of school refusal, as it has been described as a "common educational and public health problem" that is less tolerated due to increasing awareness of the potential socioeconomic consequences of this phenomenon. METHODS: In-depth interviews were conducted with school personnel at the middle school (N = 42), high school (N = 40), and district levels (N = 10). The findings focus on emergent themes from interviews with school health personnel (N = 12), particularly those themes related to their perceptions of and role in working with school-refusing students. RESULTS: Personnel, especially school health services staff, constructed a typification of the school-refusing student as "the sick student," which conceptualized student refusal due to reasons related to illness. Personnel further delineated sick students by whether they considered the illness legitimate. School health personnel referenced the infamous "frequent fliers" and "school phobics" within this categorization of students. Overarching dynamics of this typification included parental control, parental awareness, student locus of control, blame, and victim status. These typifications influenced how personnel reacted to students they encountered, particularly in deciding which students need "help" versus "discipline," thus presenting implications for students and screening of students. CONCLUSIONS: Overall, findings suggest school health personnel play a pivotal role in screening students who are refusing school as well as keeping students in school, underscoring policy that supports an increased presence of school health personnel. Recommendations for school health, prevention, and early intervention include the development of screening protocols and staff training.

Paciente que simula y otras habilidades y trucos / A patient who simulates an injury. Illness and other skills and tricks

Acabamos con este artículo la serie sobre Pautas de Actuación en Urgencias y Emergencias donde, desde una perspectiva personal, la autora explica diversos "trucos" y habilidades a poner en práctica ante diversas situaciones de emergencia y urgencias. En esta ocasión se aplican al paciente que simula y a otras situaciones en las que también podemos encontrarnos inmersos(AU)

This article finalizes a series on Operating Guides for Emergencies in which, from her personal viewpoint, the author explains various "tricks" and skills to use when facing diverse emergency situations. In this article, the author describes some tricks to apply when a patient simulates an injury/illness or other situations in which nurses may find themselves immersed(AU)

On the meaning of "drug seeking".

The term "drug seeking" is frequently used but poorly defined. By soliciting nurses' comments and suggestions, a survey was developed to identify behaviors that may cause nurses to refer to a patient as drug seeking, to identify what nurses think the term "drug seeking" means, to explore how nurses regard the use of the term "drug seeking" in health care, and to identify differences between general nurses, emergency nurses, and pain management nurses with regard to these items. Behaviors that would cause the majority of all three nurse groups to refer to a patient as drug seeking were as follows: going to different emergency departments to get opioids, telling inconsistent stories about pain or medical history, or asking for a refill because the prescription was lost or stolen. When the term "drug seeking" is used, all three groups of nurses agreed that it was very likely to mean the patient was addicted to opioids, the patient was abusing pain medicine, or the patient was manipulative. One-half or more for each nurse group said they used the term "drug seeking" in talking about patients, but less than 10% said they used it in charting. After completing the survey, approximately one half or more of nurses in each group were less inclined to use the term. The use of stigmatizing terms in clinical practice is addressed with suggestions for alternative approaches to patient behavior related to requesting opioids for pain relief.