Construction and validation of a distance Basic Life Support Course.

Isabel Karolyne Fernandes Costa,Manuela Pinto Tibúrcio,Gilson De Vasconcelos Torres,José Eugênio Lopes Leite,Rodrigo Assis Neves Dantas,Gabriela De Sousa Martins Melo

doi:10.1590/0034-7167-2018-0122

Isabel Karolyne Fernandes Costa, Manuela Pinto Tibúrcio + Show 4 more

Open Access

https://doi.org/10.1590/0034-7167-2018-0122

Copy DOI

Abstract

to describe the content construction and validation process of the Distance Education Basic Life Support Course. methodological study, developed through literature review, outlined in the light of the Bloom's Taxonomy and Ausubel's Meaningful Learning Theory. For validation, the analysis was performed with judges, using a structured tool. the construction of the distance course was complex and challenging, since it was tried to develop it with logical-methodological coherence, considering the constructivist perspective, representing an advance in the process of dissemination of the Urgency and Emergency teaching culture. As for the content validation process, it was verified that of the 16 suggestions made by the judges, 14 were accepted and two rejected. the course had its contents validated by experts.

Highlights

Constant changes with emphasis on patient safety show the need for training professionals to assure the quality of care provided to the population
We considered indexes higher than 0.80 both for each unit assessment and overall course assessment(9-10)
In response to an emerging need of the professionals of the Hospital Universitário Onofre Lopes (HUOL), in the northeast of Brazil, the Basic Life Support Course (BLSC) setting was defined as a priority at this time for all professional categories and academics attending the hospital

Summary

Introduction

Constant changes with emphasis on patient safety show the need for training professionals to assure the quality of care provided to the population. Urgency care, including Basic Life Support (BLS), is an inherent aspect of the health professional’s practice and demands regular and timely training, with specific knowledge, technical skills and relational skills required for the effective attendance of a Cardiorespiratory Arrest (CRA)(1). Distance Education courses take place through information and communication technologies’ use, having as main advantages the interactivity, flexibility and possibility of the student to manage their place and study times according to their needs(2). This is even more important when it comes to health professionals who have temporary difficulties, given many employments they often end up undertaking

Results

Discussion

Conclusion