• The Korean Journal of Emergency Medical Services
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• v.23 no.3
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• pp.29-40
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• 2019

Purpose: This study was conducted to identify the effects of educational intervention on pre-test and post-test tidal volume, endotracheal peak pressure, and ventilation interval measurements during single-rescuer respiratory-assistant therapy by paramedic students. Methods: The present study, with a quasi-experimental design, included a pre-test and post-test nonequivalent control group. A total of 62 paramedic students (31, experimental group; 31, control group) participated in this study. The intervention lasted 80 minutes. Data were collected from each student before the intervention and two weeks after the intervention, between September 3 and 21, 2018. The collected data were analyzed using IBM SPSS Statistics for Windows, Version 25.0. Results: Tidal volume (p<.001) and endotracheal peak pressure (p=.002) measurements after the intervention were significantly different between the two groups. Analysis of covariance was used to control the variance (the pretest value of endotracheal peak pressure) in order to identify the effect of the intervention in the two groups. Endotracheal peak pressure was not significantly different between the two groups. Conclusion: Education and training of paramedic students in emergency medical services on single-rescuer respiratory-assistant therapy is necessary for the emergency care of patients with respiratory arrest.

• The Korean Journal of Emergency Medical Services
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• v.19 no.1
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• pp.7-17
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• 2015

Purpose: We gathered information for the development of a blood pressure measurement education program by analyzing the accuracy of reading taken using a blood pressure simulator by Korean paramedic students. Methods: Data from 131 students were collected in November 12-20, 2013, and April 2-4, 2014. A 27-item questionnaire was administered, the accuracy of measurements confirmed using a blood pressure simulator (BT-CEAB), and the data analyzed (SPSS v 21.0). Results: The accuracy of systolic and diastolic blood pressure readings (${\leq}2mmHg$) was relatively low (27.5%). The mean blood pressure knowledge score was 67.61 points; significant differences were noted considering the sex (p = .001), hours of practice (p =.007), numbers of practice (p = .001), and reported self-confidence (p = .026). The blood pressure measurement accuracy group did not show a significant difference in its knowledge of blood pressure (p = .198). Conclusion: Most subjects needed several practice sessions to master the skill of measuring blood pressure. The feedback provided by individual assessment and the practice education program will serve as the basis for clinical and prehospital practice.

• The Korean Journal of Emergency Medical Services
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• v.17 no.3
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• pp.139-147
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• 2013

Purpose: The purpose of the study is to confirm the effect of ACLS program using simulations and understanding self-efficacy, practice satisfaction, learning attitude, and interest in ACLS after theory classes and simulation-based practice. Methods: A non-equivalent simulation-based practice post test design was used. The participants were 28 paramedic students. The students participated in simulation-based practice for 3 weeks and conventional instruction class for 12 weeks. Results: The students showed higher level of self-efficacy(p=.043), practice satisfaction(p<.001) and learning attitude(p=.003) compared to the conventional lecture students. Conclusion: Level of self-efficacy after simulation-based practice for ACLS was higher than that of self-efficacy after conventional instruction classes. Level of practice satisfaction was also higher. Academic achievement after simulation-based practice was higher than that in conventional instruction classes.

• The Korean Journal of Emergency Medical Services
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• v.22 no.2
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• pp.67-77
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• 2018

Purpose: This study was conducted to identify the factors influencing performance confidence by knowledge and experience of respiratory-assistant therapy in paramedic students. Methods: A descriptive survey study used a convenience sample comprising 387 students from September 15 to October 31, 2016. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and regression analysis. Results: Knowledge was statistically significant by college(3-year), acquired certification, and observation experience in respiratory-assistant therapy. Performance confidence was statistically significant by sex, academic grade($3.0{\leq}$), acquired certification, and observation and performance experience in respiratory-assistant therapy. There was a significant correlation between knowledge and acquired certification, clinical practice, and major satisfaction. There was a significant correlation between performance confidence and acquired certification, clinical practice, major satisfaction, and knowledge. Regression analysis revealed that performance confidence accounted for 22.9% of the variance by academic grade(3.0~3.99), acquired certification, and major satisfaction. Conclusion: For paramedic students in clinical practice and in-school classes, it is important to improve performance confidence by combining training instruction with experience and education of respiratory-assistant therapy.

• The Korean Journal of Emergency Medical Services
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• v.22 no.2
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• pp.23-33
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• 2018

Purpose: To investigate the perception of paramedic students about core competence and methods of disaster response. Methods: A self-reported questionnaire was completed by 210 paramedic students in Jeollado from March 2 to April 2, 2018. It comprised 57 questions on topics such as general characteristics (6), related experience (11), cognition of core competence (15), and knowledge of disaster response methods (25). Data were analyzed by means of a frequency analysis, a t-test, an ANOVA, and the Pearson's correlation coefficient using SPSS WIN 21.0. Results: The average score of the participants on disaster response core competence was 3.21. The statement "In case of a disaster, I know the duties of medical staff" scored the second highest, at 3.58, and "In the case of disaster, I can conduct the basic treatment" scored the highest ar 3.59. The average score for the disaster response methods was 3.31. Within the section, the statement "I know what I need to do in the case of burn patients" scored 3.59 and "I know what I need to do in the case of a cardiac arrest patient" scored the highest at 3.93. Conclusion: It is necessary to develop a training module considering the diverse types of disasters and a standardized education program for simulation similar to real-life situations.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6647-6654
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• 2015

The purpose of this study was to analysis a Korean version of Satisfaction with Simulation Experience(SSE) Scale by paramedic students. Total number of 111 students majoring in the EMT-paramedic education area have taken part in the survey after completing the professional cardiac resuscitation simulative training, using the standardized simulation satisfaction evaluation method (SSE scale). Through the scale, one's preference, necessity, ACLS theory grade, and satisfaction rate per year regarding the training were measured. To analyze one's preference, necessity, ACLS theory grade, and satisfaction rate per year in regards to the training, one-way ANOVA was used. The result reveals that the overall satisfaction rate was generally quite high. When one's preference and necessity rate is high, the satisfaction rate also seems to increase. The result indicates that the simulation training will enhance the students' clinical skill, patient evaluation, and treatment capability as well as one's field adaptation skill at the time of an emergency occurrence. Eventually, training through the ACLS simulation will be used in the future for the benefit of encouraging students from emergency rescue to adapt to the site of an emergency. Therefore, such an education method should be maintained and further developed.

• The Korean Journal of Emergency Medical Services
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• v.25 no.2
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• pp.39-53
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• 2021

Purpose: Emergency medical technicians (EMTs) have so far been trained as professionals under the same conditions, with no change in the 1995 Act. We aimed to find ways for them to secure expertise in accordance with social needs by strengthening the quality of the EMT education. Methods: This is a descriptive study comparing the operation status of the national emergency medical examination conducted by the Korea Health Personnel Licensing Examination Institute, and the national examinations of EMT paramedic and EMT basic. The scope of the national examinations for EMT was compared by subject and area. Results: The national written exam for EMT paramedic consists of five areas. EMT basic does not include basic medicine in three related subjects, 11 areas, and 18 detail areas. Paramedic care does not include advanced pediatric life support. In addition, nine areas and 20 detail areas are not included. Conclusion: The study suggests the need for institutional supplementation so that those who have completed EMT basic and the subjects prescribed by the ordinance of the Ministry of Health and Welfare at universities, etc., in the Higher Education Act can take the EMT paramedic national exam.

• The Korean Journal of Emergency Medical Services
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• v.20 no.3
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• pp.85-93
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• 2016

Purpose: The purpose of this study was to investigate the education retention effect of endotracheal and laryngeal tube intubation using a manikin study. Methods: The study consisted of measuring intubation time, intubation success rate, and confidence of intubation after education. The evaluation of the education was performed 2 weeks, 4 weeks, and 24 weeks after education and skill tests. The study subjects were 48 paramedic students of third and fourth grade. Results: There was no significant difference in endotracheal intubation time but the time spent performing laryngeal tube intubation significantly increased over time (p<.000). The intubation success rate of endotracheal and laryngeal tube intubation was 100% in the $24^{th}$ week, and there was no significant difference in time spent performing the intubation. The students' confidence in endotracheal (p<.023) and laryngeal tube intubation (p<.001) decreased significantly from the second week to the $24^{th}$ week. Conclusion: This study revealed that it is necessary to spend at least 24 weeks to train students endotracheal and laryngeal intubation to improve the students' confidence in performance of intubation.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.183-190
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• 2018

This study was conducted to investigate experiences, convergent responses and expected negative impacts of verbal abuse of 253 paramedic students when they were doing clinical training practice. The results were as follows. First, 34%(86 people) experienced verbal abuse, the most frequently verbal abuse was done by Patients and Patient's family. Second, the most frequently contents of verbal abuse by Patient and Patient's family, Paramedic, Doctor and Nurse was 'Talking down or rude talk to me'. Third, the most frequently emotional responses of the students was 'Angry' and coping was 'Tolerate'. Fourth, the most frequently expected negative impacts was 'Practice productivity will be compromised'. Fifth, when experiencing verbal abuse by Paramedic was correlated with emotional responses(r=.458 p=.000), emotional responses was correlated with stress and expected negative impacts(r=.553 p=.000, r=.540 p=.000). In conclusion, it will be necessary to provide preventive education on verbal abuse before clinical training practice and to take active measures that have been protocolized.

• The Korean Journal of Emergency Medical Services
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• v.26 no.3
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• pp.47-60
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• 2022

Purpose: This study aimed to identify the level of communication ability between paramedic students and patients in clinical practice. In addition, it was performed to produce essential data contributing to the qualitative improvement of communication ability. Methods: Data were collected from paramedic students with clinical experience after they provided online consent. Data collection was performed from June 3 to July 12, 2022. One hundred forty-seven questionnaires with 92 items were analyzed using SPSS statistics 28.0. Results: 57.1% of students took communication as a subject despite 92.5% of respondents saying that communication education is necessary for them. The average level of participant communication ability was 4.60 (±1.05) points (measured on a 7-point Likert scale). Among the subdivided communication ability levels, the highest level was demonstrated in the physical examination-related interview (5.36±0.96), and the lowest was shown in the completion part (3.93±1.51). Furthermore, a statistically significant difference was found in communication ability level according to school grade (F=4.709, p=.000). The highest correlation (r=.972, p<.001) was obtained between total communication ability and understanding the patient's point of view. Conclusion: Paramedic students should improve their communication skills to serve patients more effectively. Finally, more educational content should be developed on field-based situations in communication courses.