Evaluation of acquired practical knowledge of first aid - an example of hand immobilization

Uvod: Pandemija COVID-19 je povzročila delni premik izvedbe učnih načrtov v virtualno okolje. Ob tem so se velike spremembe pojavile tudi pri poučevanju prve pomoči in postopkov imobilizacije kot enega izmed pogostih ukrepov pri oskrbi poškodovanih oseb. Namen: Ovrednotiti usvojeno praktično znanje imobilizacije poškodbe roke, ki so ga študenti usvojili z učenjem prek spletne učilnice. Metode dela: Uporabljena je bila eksperimentalna metoda dela. Vsi v analizi zajeti študenti so imeli najprej možnost prisostvovanja spletnemu predavanju o imobilizaciji. Nato so dobili ustne usmeritve glede samostojnega dela v spletni učilnici. Po ogledu video posnetka ter navodil za izvedbo praktičnih vaj so naredili imobilizacijo uda na prostovoljcu, jo fotografirali, posnetek pa naložili v spletno učilnico. Vzorec je bil 100 študentov (50 tistih, ki so imobilizirali nadlaket ob predpostavki, da gre za zlom v srednji tretjini in 50 tistih, ki so imobilizirali zaprto poškodbo zapestja). Podatke smo zbirali s pomočjo ocenjevalnih listov, s katerimi smo evalvirali izvedene imobilizacije. Rezultati: Pri oceni imobilizacije zloma srednje tretjine nadlakti so študenti v povprečju dosegli 81,4% možnih točk, pri imobilizaciji zloma zapestja pa 60%. Za imobilizacijo so najpogosteje uporabili trikotne rute iz kompleta prve pomoči, sedem jih je imobilizacijo naredilo z uporabo preprostih improviziranih pripomočkov. Razprava: Z ustrezno imobilizacijo naredimo poškodovani ud negiben, s čimer blažimo bolečine, preprečujemo dodatne poškodbe mehkih tkivnih struktur, zmanjšamo možnost nastanka maščobne embolije ter pri odprtih zlomih širjenje okužbe. Imobilizacija je pomembna veščina prve pomoči. Študenti so nadlaket imobilizirali v povprečju za 21,4 % uspešneje kot zlom zapestja. Obe izvedbi sta bili sicer solidni, a je ostalo še veliko možnosti za izboljšave v znanju teh postopkov prve pomoči med študenti. Ugotovili smo, da so bile najpogostejše napake pri nameščanju prstov roke v ustrezen položaj, kar bi omogočilo razbremenitev poškodovanega dela zapestja. Zaključek: S samostojnim delom v spletni učilnici študenti usvojijo zadovoljivo raven znanja izvedbe imobilizacije zloma nadlakti in zloma zapestja. Na področju usposabljanja iz prve pomoči se tako soočamo z izzivom, kako informacijsko-komunikacijsko tehnologijo uporabiti na način, da bodo študentje poleg teoretičnih vsebin lahko »na daljavo« usvojili tudi višjo raven praktičnega znanja in bodo pri samostojnem delu še uspešnejši.Introduction: The COVID-19 pandemic has moved part of curriculum implementation to the virtual environment. In the process, major changes also occurred in teaching first aid and immobilization procedures as a common measure when taking care of injured persons. Purpose: Evaluate the practical knowledge of immobilizing an injured arm acquired by students through an on-line classroom. Methods: An experimental method was used. All the students covered in the analysis were first given the option of attending an “on-line” lecture on immobilization. Afterwards, they were given oral directions on how to work independently in the online classroom. After watching the video and the instructions for doing the practical exercises, the students immobilized a limb on a volunteer, photographed it, and uploaded the photograph to the on-line classroom. The sample consisted of 100 students (50 of them immobilized the upper arm assuming a mid-third fracture, and 50 of them immobilized a closed wrist fracture). The data were collected by means of evaluation sheets, which were used to evaluate the immobilizations performed. Results: When evaluating the immobilization of the mid-third upper arm fracture, the students scored 81,4% of the total score, on average, and 60% when immobilizing the wrist fracture. Most of them used the triangular bandage from the first aid kit to perform the immobilizationseven of them used simple improvised instruments. Discussion: Through proper immobilization we prevent the movement of the injured limb, thus alleviating pain, preventing further damage to the soft tissue structures, reducing the possibility of a fat embolism and the spread of infection in the case of open fractures. Thus, immobilization is an important first aid skill. On average, the students immobilized the upper arm 21,4% more effectively than the wrist fracture. Both procedures were carried out adequately, but there is still much room for improvement as regards the knowledge of these first aid procedures among students. It has been established that the students most often made mistakes when trying to properly position the fingers in order to unburden the injured part of the wrist. Conclusion: Through independent work in an online classroom students gain a satisfactory level of knowledge on how to immobilize an upper arm fracture and wrist fracture. Therefore, first aid training is facing the challenge of how to use information and communication technology to enable students to master theoretical contents “at a distance” but also gain a higher level of practical knowledge and become more successful when working on their own