在设施间转移期间为心脏骤停患者实施教育模式
Michael J Burla1,2, Drew R York3, Jeanne S Wishengrad4
1Department of Emergency Medicine, MaineHealth Maine Medical Center Biddeford, Biddeford, USA.
Cureus
|April 2, 2025
概括
一个试点虚拟课程改善了紧急医疗服务人员在设施间转移 (IFT) 期间对自发循环 (ROSC) 后回归护理的知识. 该可行的计划显示了在农村医院外心脏骤停场景中增强患者护理的潜力.
科学领域:
- 紧急医疗 紧急医疗
- 心脏病学 心脏病学
- 医学教育 医学教育
背景情况:
- 医院外心脏骤停 (OHCA) 在农村地区带来了挑战,需要有效的设施间转移 (IFT).
- 缅因州紧急医疗服务 (EMS) 人员缺乏在IFT期间自发循环回归后 (ROSC) 管理的标准化教育.
- 开发了一个虚拟课程,以解决这一教育差距,特别是在COVID-19大流行期间.
研究的目的:
- 评估实施和分发虚拟教育课程在IFT期间的后ROSC护理的可行性.
- 通过使用前后调查,评估EMS人员对后ROSC护理的信心,焦虑和知识的变化.
- 确定课程对患者护理的感知影响.
主要方法:
- 一个试点虚拟课程被交付给两个当地EMS部门.
- 参与者完成了调查前和后的调查,使用5分利克特级别来评估信心,焦虑和知识.
- 用威尔科克森配对的签名等级测试来分析数据.
主要成果:
- 18名EMS人员参与了调查,其中10人完成了调查前和后的调查.
- 在ROSC后的护理知识中观察到2.125个正确答案的平均改善 (75%的平均得分).
- 没有发现信心或焦虑水平的显著变化 (p > 0.9).
- 70%的参与者同意该课程将改善患者护理.
结论:
- 虚拟课程是一种可行的方法,用于教育EMS人员在IFT期间的ROSC后护理.
- 该计划增强了参与者的知识,大多数人认为这将改善患者的治疗结果.
- 由于ROSC管理在IFT中的关键作用,建议将其整合到当地EMS教育中.
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