德国教师认为的促进者和障碍在学校考虑基本生命支持教育 - - 一项定性研究
Rico Dumcke1, Claas Wegner1, Sabine Wingen2,3,4
1Faculty of Biology/Biology Didcactics (OZHB), Bielefeld University, 33615 Bielefeld, Germany.
概括
德国教师愿意教授基本生命支持 (BLS),但需要量身定制的培训和课程整合. 他们需要支持,以克服在中学有效的BLS教育的实施障碍.
科学领域:
- 医疗教育 医学教育
- 教学教育学 在教学上
- 公共卫生 公共卫生
背景情况:
- 对于中学学生来说,基本生命支持 (BLS) 教育至关重要.
- 教师的准备和教学方法显著影响了BLS教育的交付.
- 了解教师的观点是成功实施BLS的关键.
研究的目的:
- 分析德国教师关于BLS教育的资格,态度和教学概念.
- 从教师的角度来看,确定在中学实施BLS的障碍和促进者.
主要方法:
- 使用半结构化的专家访谈对13名中学教师进行定性研究.
- 采访的重点是个人经验,资格和BLS教育的实施因素.
- 用编码系统生成的内容分析分析了音频录制的采访.
主要成果:
- 教师表示愿意教授BLS,并承认其重要性,他们往往先前接受了急救培训,但缺乏特定的BLS教学经验.
- 确定的主要需求包括定制培训,教学资源,课程整合,解决时间限制和学生参与.
- 观察到对实施流程的异构观点,担心同事支持和学生能力.
结论:
- 德国教师有动力教BLS,但需要一个结构化的实施框架.
- 以实践为导向的资格,明确的教育目标和全面的支持对于学校有效的BLS教育至关重要.
- 解决实际挑战和提供足够的资源将提高教育工作者之间的BLS教学能力.
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