Learning Paramedic Science Skills from a First Person Point of View
Learning Paramedic Science Skills from a First Person Point of View
复制标题
从第一人称的角度学习护理人员科学技能
DOI：
--
复制
发表时间：
2012
影响因子：
2.2
通讯作者：
F. Oprescu
中科院分区：
文献类型：
--
作者：
K. Lynch;N. Barr;F. Oprescu
护理专业的学生需要掌握必要的知识和技能，以执行基本的以及复杂的临床技能，以确保病人的安全，并管理复杂的设备。学生，教学人员和机构的时间和资源压力导致卫生专业教育工作者开发和拥抱替代机会，如模拟和多媒体，以发展学生的临床专业知识，为临床实习做准备。护理教育实验室配备了模拟设备，以促进获得护理人员所需的心理技能，并且是学生可以在无威胁环境中练习基本护理技能的主要空间。然而，学习环境往往受到“噪音”或障碍物的阻碍，如教育者的身体，或来自其他学生，工作人员或设备的环境噪音，所有这些都阻碍了对要学习的技能的复杂细节的清晰和准确的看法。本研究通过使用视频学习资源解决了拥挤的实验室和“噪音”问题。虽然使用视频作为学习资源并不新鲜，但有三个方面的学习使这个项目具有创新性，对学习者有益;一，从第一人称视角（第一人称视角）组成的视频学习;二，使用智能手机等移动终端观看视频学习材料;三，使用QR码访问在线视频。本研究制作了六个第一PPOV视频小插曲。每个视频都不到两分钟，长度，清晰和指导性的急性护理提供所需的选定的心理学临床技能。研究结果表明，第一次PIPE视频积极影响学生（n=87）的学习的六项技能，并给了他们一个更全面的看法和理解的技能的背景。研究结果还表明，在移动的手机上访问视频是一个额外的好处。参与者要求将额外的第一次护理技能纳入其护理科学计划所有领域的混合学习设计中。;
Paramedic students need to acquire knowledge and skills necessary to perform basic as well as complex clinical skills, to ensure patient safety, and to manage sophisticated equipment. Time and resource pressures on students, teaching staff and institutions have led health professional educators to develop and embrace alternative opportunities such as simulation and multimedia in order to develop a student’s clinical expertise in preparation for clinical placement. Paramedic education laboratories are equipped with simulation equipment to facilitate the acquisition of the psychomotor skills required by paramedics, and are the main spaces where students can practice essential paramedic skills in a non‑threatening environment. However, often the learning environment is encumbered by ‘noise’ or obstacles such as the educator’s body, or ambient noise from other students, staff or equipment, all which inhibit a clear and precise view of the intricate details of skills to be learned. This study addressed the crowded laboratory and ‘noise’ issues through the use of video learning resources. Though using video as a learning resource is not new, there are three facets to learning that make this project innovative and beneficial to the learner; one, learning from a video composed from a first person point of view (1st PPOV); two, the viewing of the video learning materials using a mobile device such as a smart phone; and three, the use of QR codes to access the online videos. Six 1st PPOV video vignettes were produced for this study. Each video was less than two minutes and length, clear and instructional on selected psychomotor clinjcal skills required for acute care provision . The research findings show that the 1st PPOV videos positively impacted students’ (n=87) learning of the six skills, and gave them a more comprehensive view and understanding of the skill in context. The findings also indicated that accessing the videos on a mobile phone was a bonus. The participants requested additional 1st PPOV skills to be included in the blended learning design across all areas of their Paramedic Science program.; ;