The Effect of Live Subject on the Anxiety Level and Perceived Competence Level

Anxiety Level

Simulation, Paramedic, Anxiety, Competence

This study was carried out to examine the effect of training on the proficiency and anxiety levels of Paramedic students in a realistic, simulated environment of the pre-hospital scene. A total of 72 second-year students in the Paramedic program participated in this study with an interventional approach. The data collection form used in the study consisted of sociodemographic characteristics, a self-efficacy form for approaching trauma patients, and the worry and anxiety scale. Within the framework of the research, a competition named trauma rally was organized for university Paramedic students, which consisted of the pre-hospital approach of injured live subjects. Through face-to-face interviews, the data collection form was filled out with the participants before, immediately after and one month after the competition.

Teaching-learning strategies are methods to make it easier for the student to achieve professional goals in personal development. In the context of the academic education of healthcare professionals, ethical issues, patient safety, technological developments, health science, complexity of care measurements and current business world necessities should be taken into account by considering these strategies. In this context, simulation-based learning is one of the most effective and interesting teaching strategies and has been shown to reduce gaps between education and practice and adapt nursing students to clinical environments. Simulation is a set of structured activities that represent actual or potential situations in training and practice. These activities allow participants to develop or increase their knowledge, skills and attitudes, or to analyze and respond to realistic situations in a simulated environment. Simulations are especially important in clinical environments because they imitate various aspects of the real world and provide safe learning environments where students can practice until they reach skill competence through self-correction. As a matter of fact, the European heart association (ERC) points out that simulation programs increase the quality of trauma and advanced life support training and increase resuscitation rates after cardiac arrest. High fidelity simulation-based training can be an important component in preparing students for a successful transition into clinical practice. Additionally, it contributes to student satisfaction, confidence, competence and reduced anxiety levels. For these reasons, simulated experiences may be an option to complement traditional healthcare professional education methods.

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