LIFE SUPPORT (LS) CROSS-PROJECT: NEW DIDACTIC STRATEGIES FOR INCORPORATING CONTENTS
We present an educational project incorporating contents for Life Support (LS) to complement the sequencing and coherence throughout the curriculum of nursing studies at the Escuela Universitaria de Enfermería Gimbernat (attached to UAB). The teaching experience project is initiated in the previous year and proposes the use of teaching strategies as the flipped classroom, video feedback and reflection of learning.
It is predicted that the experience to be developed in the next academic year 2013-14, within some content about Basic Life Support (BLS) that until now has not worked and will complement the integration of the issue. Actually, sequencing of the contents of LS is established as follows: in the 1st year working with the contents of the BLS based in emergency outpatient situations, in the 3rd year working with the Pediatric Instrumentalized Life Support (PILS) in the health care, from the simulation of specific classroom situations, and in the 4th year working with Advanced Life Support (ALS) progress in the field of critical patient care from advanced simulation strategies. A gap is detected in terms of content and the progression of the objectives.
The proposal is to establish in the 2nd year of the contents of Instrumentalized Life Support (ILS) in the health care environment, from teaching strategies that have been proven effective in 1st year.
The project will be developed with the students group enrolled in the 2nd year of the course Advanced Practicum I. Initially students will be provided with the necessary theoretical material for the preparation of the sessions through the virtual campus. The plan will be to realize online questionnaires to evaluate the understanding of the content and as a means to encourage preparation for self employment.
The sessions will take place in the classroom simulations, with the needed material for the staging of the resolution of the planned clinical situations. The performances will be in teams of 3 students and will be enlivened by a tutor who is also responsible for the recording of the same. The recording will be displayed immediately for analysis and an evaluation will be formed by the entire group from specific items.
Afterwards, the students will be required to realize an individual reflection of what was learned that will have an evaluative connotation.
The expected outcomes of the implementation of the project focus on obtaining meaningful learning in a group of students who have already experienced the methodology in the previous year and that they perceived as highly satisfactory and useful. In this sense, to have previous experience and be able to incorporate the best techniques in the management of audiovisual material. Finally it should be noted that the inclusion of this content completes the integration of the issue of LS.