Aid Instructors Research Articles

Instructors’ challenges facilitating mental health first aid training with law enforcement

ABSTRACT Following highly publicized incidents of police responses to individuals with a mental illness, policing executives attempt to placate public outcry by mandating mental health training. However, police training curriculums are not well-evaluated, especially pertaining to implementation challenges that may arise. Using interviews with certified Mental Health First Aid instructors (n = 18), this study explores challenges experienced when implementing and facilitating the training with law enforcement officers (LEOs). Thematic analysis identified four themes: 1) In general, LEOs are a difficult group to train; 2) LEOs and their agencies often have different expectations for training compared to other populations; 3) instructors must be knowledgeable surrounding LEO-specific state and local policies surrounding mental health responses; and 4) instructors lacking credibility with the LEO audience may find facilitating the training to be more challenging. Findings highlight the importance of carefully selecting both instructors and training participants when implementing mental health training.

COMPARISON OF NAÏVE BAYES AND KNN ALGORITHMS IN THE ANALYSIS OF PUBLIC SENTIMENT REGARDING THE IMPLEMENTATION OF GOVERNMENT EMPLOYEES WITH TEACHER WORK AGREEMENTS

Until now the implementation of education in Indonesia cannot be separated from the complexity of the management of educators, one of which is honorary teachers, and bureaucratic reform which has quite an impact on the quality of education and the work climate in it. As a way to increase public service satisfaction through the state civil apparatus (ASN), the Indonesian Ministry of Education and Culture agreed with the Ministry of Administrative Reform and Bureaucratic Reform and the Ministry of Finance to change the recruitment system or appointment of government employee teachers from the acceptance of prospective Civil Servants. Civil servants (CPNS) become government employees with a work agreement (PPPK) which in its implementation there are still obstacles and pros and cons, some agree and some disagree. therefore the researcher conducted research on sentiment analysis in data mining in the implementation of PPPK teachers on social media Twitter as many as 871 data which were then processed into 519 data. the author uses the Naïve Bayes and KNN techniques to determine the predictive effect of the Naïve Bayes and KNN algorithms on public opinion in the implementation of first aid instructors and compares the level of accuracy of the 2 methods. Researchers use the RapidMiner tool version nine.10.1. The prediction results of Naïve Bayes are 328 statistics with positive or agree sentiment and 191 information with negative sentiment, and the last is the prediction result from KNN, namely 315 information with positive sentiment and 204 facts with negative sentiment. analysis of public sentiment on the implementation of teacher first resource on social media Twitter with the Naïve Bayes algorithm achieves an accuracy of 75.53%. And the KNN achieves an accuracy of 73.41%. In this study, the Naïve Bayes method is a technique with a higher level of accuracy than the KNN with an accuracy rate of 75.53%.

Stakeholder Views of Epilepsy in the Biology Classroom: A Qualitative Exploratory Pilot Study

While knowledge, attitudes, and practices towards epilepsy have been extensively investigated, studies that focus on recommendations for teaching units about epilepsy are scarce. To gain an understanding of stakeholders’ views on the content and structure of such units and their implications for educational practice, interviews with teachers (n = 4), first aid instructors (n = 4), representatives of epilepsy-related associations (n = 3), neurologists (n = 3), and people with epilepsy (n = 3) were conducted during a qualitative pilot study from May 2020 to August 2020. Transcripts were independently coded by two raters using MAXQDA, reaching a final coding agreement of 92.15%. While experiences with epilepsy vary, almost all interviewees agreed that teaching about epilepsy in school could improve the quality of life of people with epilepsy. A well-designed teaching unit would be welcomed by most stakeholders. Neuronal processes and first aid measures were considered to be the most important topics. Having students with epilepsy in the classroom, enough time for preparation and implementation and not creating anxieties in students were anticipated challenges while teaching. Generally, basic information in (pre-service)-teacher education, cooperation with external experts, and open communication with students with epilepsy and their parents were recommended. Basic knowledge about epilepsy and proper seizure management should also be included in pre-service teacher education. Based on these findings, teaching units on specific aspects of epilepsy should be integrated in classrooms as well as in pre-service teacher education. However, affected students with epilepsy need to be consulted beforehand.

First aid guidelines for environmental topics: Educational approach and adaptation

Extreme environmental conditions and exposure to very high or low temperatures, particularly when this happens quickly, can lead to severe illness and injury. As the climate changes and temperature differences become more pronounced, these instances are likely to increase. First aid education which deals with environmental conditions is particularly important in circumstances where people are unprepared, more vulnerable due to age or have existing medical conditions. Remoteness or inaccessibility to medical care also increases vulnerability. This paper reviews a selection of the environmental topics covered in the International First Aid, Resuscitation and Education Guidelines 2020 (IFRC, 2020) which seek to blend clinical first aid evidence with educational evidence, principles and expertise. Covering Hyperthermia, Dehydration, Hypothermia, Frostbite, Altitude Sickness, and Motion Sickness, we provide educational and adaptation interpretation in different contexts, stimulate debate and identify gaps. We also review how the 2020 Guidelines viewed these topics through the lens of the Chain of Survival Behaviors and identify the most pertinent stages in that chain to focus learning on these topics. The 2020 Guidelines emphasize the need for content and educational adaptation according to the learner, which is central to these topics. First aid instructors and program designers need to frame action relevant to their audience and local needs. The teaching of environmental first aid topics should be contextualized to the local geography, legal requirements, culture and behaviors of the learners and their context. For these topics, we conclude that facilitation tips for environmental conditions requiring first aid should focus on prevention and helping learners to recognize early warning signs of the different conditions so they can take preventative action before serious illness sets in.

Talking about suicide: An uncontrolled trial of the effects of an Aboriginal and Torres Strait Islander mental health first aid program on knowledge, attitudes and intended and actual assisting actions.

Suicide is a leading cause of death among Aboriginal and Torres Strait Islander people. Friends, family and frontline workers (for example, teachers, youth workers) are often best positioned to provide initial assistance if someone is at risk of suicide. We developed culturally appropriate expert consensus guidelines on how to provide mental health first aid to Australian Aboriginal and Torres Strait Islander people experiencing suicidal thoughts or behaviour and used this as the basis for a 5-hour suicide gatekeeper training course called Talking About Suicide. This paper describes the outcomes for participants in an uncontrolled trial of this training course. We undertook an uncontrolled trial of the Talking About Suicide course, delivered by Aboriginal and Torres Strait Islander Mental Health First Aid instructors to 192 adult (i.e. 18 years of age or older) Aboriginal and Torres Strait Islander (n = 110) and non-Indigenous (n = 82) participants. Questionnaires capturing self-report outcomes were self-administered immediately before (n = 192) and after attending the training course (n = 188), and at four-months follow-up (n = 98). Outcome measures were beliefs about suicide, stigmatising attitudes, confidence in ability to assist, and intended and actual actions to assist a suicidal person. Despite a high level of suicide literacy among participants at pre-course measurement, improvements at post-course were observed in beliefs about suicide, stigmatising attitudes, confidence in ability to assist and intended assisting actions. While attrition at follow-up decreased statistical power, some improvements in beliefs about suicide, stigmatising attitudes and intended assisting actions remained statistically significant at follow-up. Importantly, actual assisting actions taken showed dramatic improvements between pre-course and follow-up. Participants reported feeling more confident to assist a suicidal person after the course and this was maintained at follow-up. The course was judged to be culturally appropriate by those participants who identified as Aboriginal and/or Torres Strait Islanders. The results of this uncontrolled trial were encouraging, suggesting that the Talking About Suicide course was able to improve participants' knowledge, attitudes, and intended assisting actions as well as actual actions taken.

Medical Students Can be Trained to be Life-Saving First Aid Instructors for Laypeople: A Feasibility Study from Gaza, Occupied Palestinian Territory.

Bystanders can improve the outcome in emergencies by activating the "chain of survival." Gaza's (Palestine) population has little, if any, access to training in Basic Life Support (BLS) and cardiopulmonary resuscitation (CPR). The goal was to recruit local medical students to be life-saving first aid instructors, and have them train 3,000 laypeople in BLS and CPR. One hundred and seventeen medical students from Al Azhar University-Gaza (Gaza City, Palestine) were trained as BLS and CPR instructors. Twelve training hours were delivered in practical BLS and CPR skills, plus four in communication and didactical skills, to enable training of laypeople. Students answered a questionnaire exploring demographics, prior training experience, expectations, and motivation to join the training. Teaching material were developed after the European Resuscitation Council (ERC; Niel, Belgium) guidelines and similar training at The Arctic University of Norway (Tromsø, Norway). A total of 117 medical students (52.1% female; 47.9% male), from third through sixth year, completed training, and all were in their early twenties. Ninety-five (81.2%) agreed to answer the questionnaire. Of those, five students lost family members during Israeli military operations. Eighty-two (70.1%) never had hands-on first aid training. Seventy-six (80.0%) hoped the training would improve their community's response to emergencies. With 58 training sessions completed, 1,312 laypeople (596 males; 716 females) were trained: 5.52 lay trainees per student instructor. The majority (n = 1,012; 77.1%) were school students aged 13-20 years. It is feasible to recruit local medical students for practical BLS and CPR trainings targeting laypeople in communities under stress. The training impact on local resilience and patients' outcomes need further studies.

Case-method teaching: advantages and disadvantages in organizational training

PurposeThe purpose of this paper is to introduce case-method teaching (CMT), its advantages and disadvantages for the process of organizational training within organizations, as well as to compare its advantages and disadvantages with current training methods.Design/methodology/approachThe authors applied a systematic literature review to define, identify and compare CMT with current methods.FindingsIn CMT, participants get involved with real-world challenges from an action perspective instead of analyzing them from a distance. Also, different reactions of the participants to the same challenge aid instructors to identify the individual differences of participants toward the challenge. Although CMT is still not considered as a popular organizational training method, the advantages of CMT may encourage organizational instructors to further apply it. Improving the long-term memory, enhancing the quality of decision making and understanding the individual differences of individuals are the advantages of CMT.Research limitations/implicationsA lack of sufficient empirical researchers and the high cost of conducting this method may prevent practitioners to apply it.Originality/valueThe review suggested that CMT is able to bring dilemmas from the real world into training settings. Also, it helps organizations to identify the individual reactions before they make a decision.

A Comparison of the Effectiveness of Two Computer-Based Learning Aids

Instructors are increasingly using computer-based educational technologies to augment their courses. As answering quizzes has been shown to be one of the most effective learning strategies, a growing number of computer-based learning aids use quizzing. So which of these learning aids should instructors recommend to their students? These learning aids typically either present the student with a number of potential answers and require that they recognize the correct answer (i.e., a multiple-choice quiz) or else they might require the student to recall the answer without assistance (i.e., a free recall quiz). Numerous lab-based studies have shown that recall-based quizzes promote more learning and result in higher performance in a subsequent exam/test than recognition-based quizzes. In the present study, we investigated to what extent this finding holds in an actual university setting with two commercially-available learning aids. We found that while both types of learning aid proved to be effective, we could find no evidence that the recall-based learning aid was more effective than the recognition-based learning aid. In light of this, we discuss possible reasons why the laboratory findings did not readily translate to an actual university setting and make practical recommendations for what sort of computer-based learning aid instructors should incorporate into their university courses.

Adam Ruins Everything, Except Economics

Adam Ruins Everything is a self-proclaimed “half-hour information comedy show” that appears on truTV. The main goal of the show is to take topics and discuss how they are not as great as one might expect; for example, gift giving. In doing this, Adam Ruins Everything touches on many economics topics that are relevant to introductory-level courses. This paper provides a comprehensive analysis of the network television show Adam Ruins Everything to aid instructors interested in adopting television clips into the classroom.

The former soldiers becoming first aid trainers

The Order of Malta France is organising, through an innovative partnership with the French Army, the training of first aid instructors aimed at former soldiers injured in combat. One soldier, who received multiple wounds in Lebanon in 2011, describes his training experience.

Minimum Guidelines and Standards for Wilderness First Aid

Wilderness emergencies may require you to recognize and cope with a variety of medical problems or environmental hazards, improvise bandages or splints for injuries to different parts of the body, or extricate and carry victims from difficult terrain as well as water. All of these topics and skills were included in American Red Cross Standard First Aid & Personal Safety, 2nd Edition, published in 1979. American Red Cross Advanced First Aid & Emergency Care, 2nd Edition, used in the courses taught until 1993, also included techniques for extricating a victim with spinal injuries from water and lowering from a height—skills not found even in urban emergency medical technician (EMT) courses. But students in most urban Basic First Aid courses today practice no skills except a pressure bandage for bleeding control, using a dummy EpiPen, and perhaps applying a simple splint. And students in 60-hour Emergency Medical Response courses practice only a fraction of the skills that were taught in Advanced First Aid. First aid training for civilians who are not medical professionals began in 1878, when 2 British military officers started classes under the auspices of the St. John Ambulance Association, based on what they had been teaching to military stretcher-bearers. In New York City, the first classes for civilians were taught by volunteer doctors in 1880. In 1908, Major Charles Lynch (a US Army Medical Officer) prepared a first aid textbook for the American Red Cross (ARC), which started classes for the public (taught by volunteer physicians) in 1909. These classes were taught in special railroad cars designed as mobile classrooms. Then in 1910, Dr. Matthew J. Shields (who had been teaching first aid to coal miners in Pennsylvania) was hired as the ARC Staff Physician. And eventually, the ARC began training lay people as first aid instructors. Although these are the earliest records of first aid classes for civilians, first aid manuals have a much longer history. For example, in 1633, a physician named Stephen Bradwell published Helps for Suddain Accidents

Development of Guidelines for Adults on How to Communicate With Adolescents About Mental Health Problems and Other Sensitive Topics

There is little evidence-based information available to guide adults in the general community on communicating effectively with adolescents about mental health problems or other sensitive topics. The Delphi methodology was used to develop guidelines to fill this evidence gap. An online questionnaire containing potential guideline statements was developed following a literature search and input from two focus groups. Two expert panels (Youth Mental Health First Aid instructors and young consumer advocates) rated the questionnaire over three rounds, according to whether or not they believed that the statements should be included in the guidelines. Results were analyzed by comparing endorsement rates between the panels. Of the 175 statements presented, 80 were rated as essential or important by ≥90% of both panels and were included in the guidelines. The Delphi process has offered an effective way to achieve consensus between expert panels on useful tips to help adults communicate with adolescents.

(A100) Building Local Resilience and Competencies in Remote Haitian Communities

Injury and trauma are major causes of premature deaths worldwide. At present, Haiti does not have an existing emergency medical system. Basic first responders training was developed for lay people and medical professionals in rural Haiti.MethodsThe training was conducted in Terrier Rouge, Haiti. Participants included medical professionals, laborers, health professionals, teachers, students, and truck drivers from six towns in northeastern Haiti. A three-day training course taught by U.S. board certified emergency medicine physicians was instituted. Basic life support (BLS), first aid, and BLS/first aid instructors courses were taught based on the American and Canadian Heart Associations curriculum. The BLS/first aid instructors course was limited to health professionals, whereas the first aid course was open to all members of the community. The program included the development of local teaching tools and manuals translated to local languages. Twelve newly trained local Haitian instructors assisted in the final day of training.ResultsThe course was well received by participants. A total of 54 people completed the BLS course, 67 completed the first aid course, and 12 participants completed the BLS/first aid instructors course. Ninty-five program participants completed the end of course survey. Forty-four of the participants were male, 49 were female, and 2 did not answer. Forty-one participants had no prior BLS/first aid training or exposure. The ages of participants ranged from 13 to 52 years. The course participants included two physicians, 22 students, eight nursing students, seven nurses, 20 teachers, 12 health workers, five drivers, and 14 laborers. Of those surveyed, 92 stated they would recommend this course to a friend. Eighty-eight participants stated that hands on learning helped them better learn the course material.ConclusionThis sustainable, locally controlled training model increased local skill level for basic first responders in rural Haiti.

Delivering a basic mental health training programme: views and experiences of Mental Health First Aid instructors in Wales

Originating in Australia, 'Mental Health First Aid' (MHFA) is a way of providing support to someone who is experiencing a mental health problem before professional help is obtained. Positive evaluations have shown that it both increases confidence while decreasing stigmatizing attitudes. However, the evidence base surrounding the delivery of basic mental health programmes remains underdeveloped. This descriptive qualitative study explored the views and experiences of 14 MHFA instructors from across Wales through semi-structured interviews, as a means to identify the experience of course delivery from their perspective. Data were collected between January and April 2009. The study found individuals benefited from being an MHFA instructor through increased confidence and self-development. However, instructors encountered logistical difficulties in course delivery and noted that as attendees related to the course material, they wished to discuss their own mental health problems during the course. This created considerable challenges for instructors, who noted both positive and negative impacts on themselves, and on their expectations of the role of becoming MHFA instructors. In conclusion, basic mental health training courses must build a clear infrastructure, ongoing quality assurance processes and reliable support structures to train, support and monitor those delivering them.

The Experience of Capacity Building Among Health Education Workers in the Yukon

Background: Capacity building has developed as a health promotion approach that enables people to address determinants of health and to improve health outcomes. Although capacity building has been much discussed, little is known about what it means to build capacity in northern communities. This study explores the meaning and experience of capacity building in the Yukon. Methods: A qualitative study, using an interpretive descriptive analysis, was undertaken through individual and small-group interviews with 21 Yukon health education workers associated with the Yukon College Public Health and Safety unit as first aid instructors. Participants were randomly selected from four groupings of Yukon communities, based on size. Transcripts were analyzed and interpreted for the health education workers’ understanding, experience and observations of the outcomes of capacity building. Results: Findings about capacity building are reported in relation to meaning, process, role of the health education worker and capacity-building outcomes. Themes that emerged indicate the ways in which health educators build on strengths, their focus on achieving an end of immediate importance within the community, and how they live in relationship with the community while undertaking capacity-building activities. Conclusion: In Yukon communities, the influence of relational practices of health education workers living and working in their communities on enhancing community capacity should not be underestimated. Further clarification of the concepts and appropriate measurement of capacity building and community capacity, particularly for rural and northern communities, may help support practice that contributes to redressing health inequities.

Life-supporting first aid self-training

The authors studied the acquisition of life-supporting first aid knowledge and skills by 230 lay people in self-training group instruction without qualified first aid instructors and self-training at home. The self-training course consisted of audiotape-recorded instructions, flipover charts, an instruction booklet, first aid materials and a "Resusci Anne" training mannikin. The same instruction booklet and first aid materials were used for self-training at home. The two teaching systems were equally effective in providing theoretical first aid knowledge, but the course proved superior in teaching practical skills.