Page 137 - JSOM Winter 2017

In practical workshops, in addition to using a technical skills https://www.ibm.com). For the quality of the database, all the
learning technique, role playing was performed by simulated variables were searched for missing and out-of-range values.
patients with simulated wounds to reinforce the learning.
Table 1 lists the personnel and tools used during the classes. The distribution of the quantitative variables was determined
by the Kolmogorv-Smirnov test, where the null hypothesis was
Table 1 Program Resources that the quantitative variables would follow a Gaussian distri-
Resource Title or Product (no.) bution. The means were compared to evaluate the results of
Personnel Medical director (1) the training program. A t test was performed because of the
Coordinator/instructor (1) characteristics of the sample.
Instructors (2)
Simulated patients (2) Normally distributed data are reported as mean (standard
C-A-T tourniquets (8) deviation [SD]); non-normally distributed data are reported
®
Combat Gauze Gauze Trainers as median (interquartile range [IQR]). The data or qualitative
®
(Z-Medica, http://www.quikclot.com/) (8) variables are reported as frequency and percentage.
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NAR ETD 6" Bandages (North American Rescue,
https://www.narescue.com) (6) To determine the effectiveness of the program, the t test for
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H&H Bolin Chest Seals (H and H Medical Corp.,

https://buyhandh.com) (6) related samples (or its nonparametric Wilcoxon counterpart)
Equipment was used to compare the before and after knowledge (i.e.,
®
Simulaids Simulated Wounds (Simulaids Inc.,
https://www.simulaids.com) test) scores (comparison of means) and the McNemar test for
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NAR Tactical Extrication Device TED comparison of qualitative variables (e.g., vs. group vs. proper
(North American Rescue) knowledge). The individualized analysis of each of the ques-
Blankets, bed sheets, gloves tions and the improvement (or not) of the responses after the
Audovisual projector intervention was also performed with the McNemar statistical
Pretraining test, post-training test, satisfaction survey test for related tests.
Facility Classrooms (3)
The frequency and percentage of the AK variable have been
The workshops included aspects such as security, self-pro- calculated in the total sample of participants and in the
tection, and quickly calling 112 (911 in the United States); separate groups. The variable determined the success of the
drag and carry manueuvers; massive hemorrhage control with program, so the program was successful when 75% of the par-
tourniquets, hemostatic bandages and direct pressure, and ticipants reached the status of suitable AK. In all hypothesis
compressive bandages; basic opening airway maneuvers and contrasts, the null hypothesis was rejected with a type I error
recovery position; assessment and management of penetrating less than .05.
chest wounds with vented chest seals; and right communica-
tion and casualty transfer throughout the chain of survival and All data were protected and students were guaranteed ano-
proper management of the same. nymity according to Ley Orgánica 15/1999, de 13 diciembre,
de Protección de Datos de carácter personal.
Evaluation
To evaluate the students’ cognitive abilities, a multiple-choice Results
test of 12 questions with four answer options each was used
as a data collection tool. Students completed the test in an on- At the time of the completion of this study, seven trainings had
line phase through the Moodle platform before performing the been conducted with a total of 173 students (Table 2).
training and again at the end of training. Adequate knowledge
(AK) was considered achieved when at least 75% of students Table 2 Participant Groups
scored higher on the post-training test than on the pretraining First Health Nursing
test. Subjects were divided into three groups: health profes- Responders, Professionals, Students, Total,
sionals, nursing students, and non-health professional person- Sex no. (%) no. (%) no. (%) no. (%)
nel (i.e., citizens/immediate responders). Male 40 (83.3 26 (41.3) 8 (12.9) 74 (42.8)
Female 8 (16.7) 37 (58.7) 54 (87.1) 99 (57.2)
The knowledge variable (i.e., knowledge score) was obtained Total 48 (100.0) 63 (100.0) 62 (100.0) 173 (100.0)
from the summation of the correct answers on the multiple-
choice test. A score ranging from 0 to 12 was obtained, with Table 3 lists the mean scores (±SD) for each group. In the citi-
the higher score indicating greater knowledge. Each partici- zen/immediate responder group, a significant difference was
pant thus had a pre- and post-training knowledge score (quan- found between the mean pre- and post-training test scores
titative variables). Therefore, another result variable was (10.08 [±1.952] versus 11.13 [(±1.361], respectively; p < .05).
calculated, as follows: Similarly, the mean pre-and post-training scores differed signif-
icantly in the healthcare professionals group (10.25 [±1.808]
AK = 1 yes, 2 no (qualitative dichotomous) versus 11.40 [±0.935]; p < .05) and in the nursing students
Or 1 = yes, if the condition AK post-training was group (8.57 [±1.93] versus 11.45 [±0.80]; p < .05).
>75% of the total possible is met
Or 2 = no, if the condition AK post-training was Table 4 presents pre- and post-training knowledge data. In the
≤75% of the total possible is met health professionals group, 47 (81%) of the students reached
the pretraining score compared with 55 students (98.2%)
The questionnaires and data collection tools were numerically who reached the post-training score (p < .05). The magni-
coded using SPSS statistical software version 20 (IBM Corp., tude of effect of the intervention, however, was 0.978 (IQR,

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