The Korean Journal of Emergency Medical Services (한국응급구조학회지)

The Korea Society of Emergency Medical Services (한국응급구조학회)
권호 표지
DOI QR코드

DOI QR Code

Continuous effect of advanced cardiovascular life support simulation education according to Felder-Silverman learning style

Felder-Silverman 학습유형에 따른 전문심장소생술 시뮬레이션 교육의 지속효과

  • Received : 2016.11.11
  • Accepted : 2016.12.19
  • Published : 2016.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

Purpose: The purpose of the study was to investigate the continuous effect of advanced cardiovascular life support (ACLS) simulation education according to Felder-Silverman learning style. Methods: A self-reported questionnaire was completed by 94 students of emergency medical technology and nursing. There were 50 female students (53.2%) and 88 students (93.6%) had basic life support certification. The study instruments included knowledge, performance, and confidence. Data were analyzed using SPSS v. 20.0. Results: The learning style consisted of reflective type (51.1%), sensory type (76.6%), visual type (63.8%), and sequential type (64.9%). There was a significant difference in continuous effect on performance by learning type. Conclusion: It is necessary to identify the learning style of students before simulation education in order to maintain continuous effect of ACLS education.

Keywords

References

  1. Eo EK, Jang HY, Cheon YJ, Jung KY, Sohn DS, Cho DY, et al. Outcome of cardiopulmonary resuscitation for in-hospital cardiac arrest in a tertiary emergency department. J Korean Soc Emerg Med 2002;13(3):312-8.
  2. Song KJ. Oh DJ. Current status of CPR in Korea. Korean J Crit Care Nurs 2015;8(2): 23-32.
  3. Pi HY. Effect of simulation-based practice program on ACLS study of paramedic students. Korean J Emerg Med Ser 2013;17(3):139-47. https://doi.org/10.14408/KJEMS.2013.17.3.139
  4. Kim SS, Kim BJ. Outcome of in-hospital cardiopulmonary resuscitation according to the in-hospital Utstein style in a general hospital. J Korean Clinical Nurs Research 2006;11(2):177-92.
  5. Hamilton R. Nurses' knowledge and skill retention following cardiopulmonary resuscitation training: a review of the literature. J of Advanced Nursing 2005;51(3):288-97. https://doi.org/10.1111/j.1365-2648.2005.03491.x
  6. Shin SH, Kwon MS, Kwon SM. Effects of a simulation-based training for advanced cardiovascular life support on the knowledge and competence for nursing students. J of the Korea Acad-Ind Coop Soc 2013;14 (11):5819-26. https://doi.org/10.5762/KAIS.2013.14.11.5819
  7. Hyun JS. Effects of simulation-based ACLS education on self-confidence performance of ACLS among nursing officers. J Military Nursing Research 2012;30(1):100-11.
  8. Smith KK, Gilcreast D, Pierce K. Evaluation of staff's retention of ACLS and BLS skills. Resuscitation 2008;78(1):59-65. https:/doi.org/10.1016/j.resuscitation.2008.02.007
  9. Chung EK, Oh SA, Yoon TY, Lee SJ, Woo YJ, Rhee JA, et al. Comparison of learning styles between medical college students and professional graduate medical school students. Korean J Med Educ 2009;21(2): 125-31. https://doi.org/110.3946/kjme.2009.21.2.125
  10. Yoo JA. Analysis of relationship between students' learning style and teaching method preference. J Korean Teacher Education 2011;28(2):51-72. https://doi.org/10.24211/tjkte.2011.28.2.51
  11. Felder RM, Silverman LK. Learning and teaching styles in engineering education. Engineering Educ 1988;78(7):674-81.
  12. Kim SO, Pak SY. Effects of high-fidelity simulation-based training of nursing students according to their learning styles. J the Korea Contents Association 2013;13(11): 1046-57. https://doi.org/10.5392/JKCA.2013.13.11.1046
  13. Kim YH, Kim YM, Kang SY. Implementation and evaluation of simulation based critical care nursing education used with MicroSim(R). J Nurs Acad Soc 2010;16(1):24-32. https://doi.org/10.5977/JKASNE.2010.16.1.024
  14. Felder RM, Solomon BA. Index of learning styles. Retrieved March 2, 2016. Web site:http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html.
  15. Koh YN. A study on the relationship among academic achievement, career decision, and learning styles of colleges students. The Journal of Yeolin Education 2005;13(3):215-34.
  16. Felder RM, Spurlin J. Application, reliability and validity of the index of learning styles. Int J Eng Educ 2005;21(1):103-12.
  17. American Heart Association. ACLS precourse self-assessment. Retrieved March 3, 2016, from American Heart Association Web site:http://ahainstructornetwork.americanheart.org/student/ACLS_Precourse_Self-Assessment/acls.html
  18. Korean Accreditation Board of Nursing Education. Core basic nursing skill items. Retrieved March 2, 2016, from the Korean Accreditation Board of Nursing Education 2014; Web site:http://www.kabon.or.kr/HyAdmin/upload/goodFile/120140117153430.pdf
  19. Chae MJ. Effect of nursing simulation education for patients with cardiac arrest on knowledge, self-confidence, critical thinking disposition and clinical performance ability of nursing students. Unpublished doctoral dissertation, Chonnam National University 2015, Gwangju, Korea.
  20. Park JW, Bang KS. Learning style and self-directed learning of nursing students at one university. Perspect Nurs Sci 2010;7(1):36-42.
  21. Kim SH, Kim SH, Shim CS. The effect and retention of CPR training in nursing students. J Korean Soc Emerg Med 2007;18 (6):496-502.
  22. Kim HS, Choi EY. Continuity of BLS training effects in nursing students. J Korean Acad Soc Nurs Educ 2012;18(1):102-10. https://doi.org/10.5977/jkasne.2012.18.1.102
  23. Jung GS, Oh HM, Choi GY. The implication and persistence effect of CPR education on female nursing students' knowledge, attitude, confidence and skills in performing CPR. J of the Korea Acad-Ind Coop Soc 2013;14 (8):3941-49. https://doi.org/10.5762/KAIS.2013.14.8.3941
  24. Park JM, Suh SR. Retention of cardiopulmonary resuscitation skills in nursing students. Korean J Emerg Med Ser 2005;9(2):169-81.