McKenna Kim D, Carhart Elliot, Bercher Daniel, Spain Andrew, Todaro John, Freel Joann
Prehosp Emerg Care. 2015 Jul-Sep;19(3):432-40. doi: 10.3109/10903127.2014.995845. Epub 2015 Feb 9.
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.
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.
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.
Paramedic programs have and have access to diverse simulation resources; however, faculty training and other program resources appear to influence their use.
本研究旨在描述护理人员初始教育项目中模拟教学的使用情况，以协助利益相关者将教育举措和资源对准目标。该团队试图提供一份模拟教学资源项目所拥有或可获取资源的概况，以及这些资源的使用方式；教员对模拟教学的看法；项目特征、资源或教员培训是否会影响模拟教学的使用；以及针对所有年龄段患者的模拟教学资源是否统一。
这是一项针对护理人员项目的横断面普查，这些项目在研究时已获得认证或收到紧急医疗服务专业教育项目认证委员会的审查函。数据采用描述性统计和卡方分析进行分析。
在发出的638份调查问卷中，分析了389份有效回复（61%）。护理人员项目报告称，他们拥有或可获取广泛的模拟教学资源（任务训练器[100%]、简易人体模型[100%]、中级人体模型[99%]、高级/全可编程人体模型[91%]、现场模拟患者[83%]、基于计算机的[71%]和虚拟现实[19%]）；然而，他们并未始终如一地使用这些资源，尤其是高级资源（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%）的项目中模拟教学设备（任何类型）闲置未用。缺乏培训被认为是最常见的原因。44%的项目提供了专门针对模拟教学的人员支持。项目报告称，使用模拟教学来替代技能的频率高于替代现场或临床实习时间。模拟教学的目标最常包括评估、批判性思维和解决问题，而患者和工作人员安全则最不常被提及。使用高级人体模型的项目报告称，制造商是其主要培训方式（87%），且19%的教员没有针对这些人体模型的专门培训。许多（78%）受访者认为他们应该更多地使用模拟教学。
护理人员项目拥有并可获取多样的模拟教学资源；然而，教员培训和其他项目资源似乎会影响这些资源的使用。
