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首页> 外文期刊>Prehospital emergency care >SIMULATION USE IN PARAMEDIC EDUCATION RESEARCH (SUPER): A DESCRIPTIVE STUDY
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SIMULATION USE IN PARAMEDIC EDUCATION RESEARCH (SUPER): A DESCRIPTIVE STUDY

机译：模范教育研究中的模拟使用（上）：描述性研究

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Objectives. The purpose of this research was to characterize the use of simulation in initial paramedic education programs in order assist stakeholders' efforts to target educational initiatives and resources. This group sought to provide a snapshot of what simulation resources programs have or have access to and how they are used; faculty perceptions about simulation; whether program characteristics, resources, or faculty training influence simulation use; and if simulation resources are uniform for patients of all ages. Methods. This was a cross-sectional census survey of paramedic programs that were accredited or had a Letter of Review from the Committee on Accreditation of Educational Programs for the EMS Professions at the time of the study. The data were analyzed using descriptive statistics and chi-square analyses. Results. Of the 638 surveys sent, 389 valid responses (61%) were analyzed. Paramedic programs reported they have or have access to a wide range of simulation resources (task trainers [100%], simple manikins [100%], intermediate manikins [99%], advanced/fully programmable manikins [91%], live simulated patients [83%], computer-based [71%], and virtual reality [19%]); however, they do not consistently use them, particularly advanced (71%), live simulated patients (66%), computer-based (games, scenarios) (31%), and virtual reality (4%). Simulation equipment (of any type) reportedly sits idle and unused in (31%) of programs. Lack of training was cited as the most common reason. Personnel support specific to simulation was available in 44% of programs. Programs reported using simulation to replace skills more frequently than to replace field or clinical hours. Simulation goals included assessment, critical thinking, and problem-solving most frequently, and patient and crew safety least often. Programs using advanced manikins report manufacturers as their primary means of training (87%) and that 19% of faculty had no training specific to those manikins. Many (78%) respondents felt they should use more simulation. Conclusions. Paramedic programs have and have access to diverse simulation resources; however, faculty training and other program resources appear to influence their use.
机译：目标。这项研究的目的是表征模拟在初始辅助医疗教育计划中的使用，以帮助利益相关者努力针对教育计划和资源。该小组试图提供有关哪些模拟资源程序可以使用或可以访问以及如何使用它们的快照。教师对模拟的看法;课程的特点，资源或教师培训是否影响模拟的使用;并且模拟资源是否适合所有年龄段的患者。方法。这是在研究之时对经认证的急救医疗程序进行的横断面人口普查，或已获得EMS专业教育计划认可委员会的审核信。使用描述性统计数据和卡方分析对数据进行分析。结果。在发送的638份调查中，分析了389份有效回复（61％）。护理人员计划报告他们已经或可以使用各种模拟资源（任务培训师[100％]，简单人体模型[100％]，中级人体模型[99％]，高级/完全可编程人体模型[91％]，模拟活体患者[83％]，基于计算机的[71％]和虚拟现实[19％]）;但是，他们并非始终如一地使用它们，特别是高级（71％），现场模拟患者（66％），基于计算机的（游戏，场景）（31％）和虚拟现实（4％）。据报道，（31％）程序中的任何类型的模拟设备都处于闲置状态且未使用。缺乏培训被认为是最常见的原因。有44％的程序提供了特定于仿真的人员支持。程序报告说，使用模拟代替技能要比替换现场或临床工作时间更频繁。模拟目标包括评估，批判性思维和解决问题的频率最高，而患者和机组人员安全的频率最低。使用高级人体模型的程序将制造商作为他们的主要培训手段（87％），并且有19％的教师没有针对这些人体模型的专门培训。许多（78％）的受访者认为他们应该使用更多的模拟方法。结论。护理人员程序具有并且可以使用各种模拟资源;但是，教师培训和其他计划资源似乎会影响其使用。

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