| 不同心肺复苏培训模式在大学生中应用效果的研究 |
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| 引用本文： | 白伟民,秦历杰. 不同心肺复苏培训模式在大学生中应用效果的研究[J]. 中华危重症医学杂志(电子版), 2016, 9(4): 256-259. DOI: 10.3877/cma.j.issn.1674-6880.2016.04.009 |
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| 作者姓名： | 白伟民 秦历杰 |
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| 作者单位： | 1. 450003 河南郑州，河南省人民医院急诊内科 |
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| 基金项目： | 郑州大学研究生自主创新项目(14YD00619) |
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| 摘 要： | 目的评价不同心肺复苏（CPR）培训模式在大学生中的应用效果。 方法将接受CPR培训的大学生随机分为传统教学模式组（346人）、视频指导自学模式组（354人）和模拟急救场景模式组（348人）。对比三组培训时长、理论考核成绩以及操作考核成绩等综合运用能力。 结果传统教学模式组、视频指导自学模式组和模拟急救场景模式组每次培训时间分别为（1.12 ± 0.11）、（0.80 ± 0.00）和（2.32 ± 0.26）h，三组比较，差异有统计学意义（F=31.673，P<0.05）；且传统教学模式组与视频指导自学模式组，模拟急救场景模式组与视频指导自学模式组培训时长比较，差异均有统计学意义（P均<0.05）。传统教学模式组、视频指导自学模式组和模拟急救场景模式组的理论考核成绩分别为（80.1 ± 2.6）、（79.2 ± 4.4）和（81.4 ± 3.1）分，以模拟急救场景模式组较高，但三组比较，差异无统计学意义（F=1.424，P=0.525）；操作考核成绩中传统教学模式组、视频指导自学模式组和模拟急救场景模式组分别为（80.1 ± 2.3）、（81.3 ± 5.0）和（78.9 ± 3.5）分，以视频指导自学模式组较高，但同样三组比较，差异无统计学意义（F=1.200，P=0.439）。三组学员的考核通过率分别为72.6%、69.8%和75.4%，三组比较，差异无统计学意义（χ2=0.718，P>0.05）。 结论通过视频指导自学模式进行CPR培训，大学生能有效掌握CPR技能，并能节省培训时间，简化培训流程，值得在大学生CPR培训中推广应用。
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| 关 键 词： | 心肺复苏术 学生 评价研究 |
| 收稿时间： | 2016-05-19 |
Application effects of different cardiopulmonary resuscitation training modes in the college students |
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| Weimin Bai,Lijie Qin. Application effects of different cardiopulmonary resuscitation training modes in the college students[J]. Chinese Journal of Critical Care Medicine ( Electronic Editon), 2016, 9(4): 256-259. DOI: 10.3877/cma.j.issn.1674-6880.2016.04.009 |
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| Authors: | Weimin Bai Lijie Qin |
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| Affiliation: | 1. Department of Emergency Medicine, People’s Hospital of Henan Province, Zhengzhou 450003, China |
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| Abstract: | ObjectiveTo evaluate the application effects of different cardiopulmonary resuscitation (CPR) training modes in college students. MethodsThe colleges students who received CPR training were randomly divided into three groups: the traditional teaching mode group (n=346), the video guide for self-study mode group (n=354), and the simulate emergency scene mode group (n=348). The training time, theoretical exam scores, operation exam scores and others were compared in these three groups. ResultsThe training time of traditional teaching mode group, video guide for self-study mode group, and simulate emergency scene mode group were (1.12 ± 0.11), (0.80 ± 0.00) and (2.32 ± 0.26) h, with statistically significant difference (F=31.673, P<0.05); moreover, the training time between the traditional teaching mode group and video guide for self-study mode group, and the training time between the video guide for self-study group and simulate emergency scene mode group showed statistical significance (all P<0.05). The theoretical exam scores of these three groups were 80.1 ± 2.6, 79.2 ± 4.4, and 81.4 ± 3.1, respectively; the simulate emergency scene mode group had the highest score, but the difference was not statistically significant (F=1.424, P=0.525). Meanwhile, the operation exam scores of these groups were 80.1 ± 2.3, 81.3 ± 5.0, 78.9 ± 3.5, respectively; the video guide for self-study mode group had the highest score, but the difference was not statistically significant (F=1.200, P=0.439). The pass rates of the three groups had no significant differences (72.6% vs. 69.8% vs. 75.4%, χ2=0.718, P>0.05). ConclusionsThrough the video guide for self-study CPR training mode, college students can effectively grasp CPR skills, save training time and simplify the training process. Thus, this mode is worth to be popularized and applied in CPR training for college students. |
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| Keywords: | Cardiopulmonary resuscitation Students Evaluation studies |
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