The Role of Nurses in Emergency and Accident Care

Introduction

With increasing healthcare needs, the methodologies of the educators for nursing should be constantly evaluated to decorate inexperienced persons’ competency and knowledge of talents inside the settings of medical. studying is a progressing manner where it means carried out based on enjoyment and that proper evaluation coaching will allow students of nursing to do hard work in their studying. (Chong EJ, 2016). Before we start, we have to understand the term “Accidental and Emergency Nursing”. The most challenging specialties of nursing are ACCIDENTAL & EMERGENCY Nursing. For this specialty, they have to be acknowledged about some significant clinical conditions and diseases, and further on the EMERGENCY AND ACCIDENTAL Nurses must have to manage the equivocalness and sudden changes in pace and work vividness. Conclusively, we can say that Accidental and Emergency Nursing is not the job of fainthearted people. In this writing, the course development is proposed by defining how much we need qualified nurses in our hospitals to rescue the lives of the injured and extremely sick peoples. After the proposal, we set the developed course requirement, level, and course descriptions. The materials and resources required to make the nurses ready to deal with the accidental and emergency scenarios so, they can provide aid to the patients and injured instantly and effectively.

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Proposal

I am proposing the syllabus of the course namely “Accidental and Emergency Nursing”. The main reason behind this, we need qualified and trained nurses who can provide immediate treatment to people in critical condition. Nowadays, in the scenario where the population is increased and employment is decreased, these two major factors caused many problems like road accidents, crimes, terrorism, heatwave (the result of global warming), and many others. Because of these problems, the number of patients in our hospitals are increased and also increased the number of emergency patients. If, in hospitals the road accident victims coming in a condition so there must be a nurse who can look after the patient immediately, this nurse must be trained for these sorts of emergencies. If there is not a trained nurse for accidental situations so it is very difficult to save the life of the victim. Not only the road accident victims but the number of terrorism victims, legal criminals, social disputes victims, dehydrated people because of heatstroke, etc. are going to hospitals in many more numbers as compared to previous times and we need more numbers qualified and trained nurses. According to theWorld Health Organization’s (WHO) research (World, most patients that die in the clinical settings die in the emergency rooms (Organization, 2017). Because we have not enough nurses to work in an emergency. Further on, those nurses are performing their duties have not the sound ability, knowledge, and skills to deal with the emergency. . In this connection, we need more Accidental and Emergency Nursing with adequate academic and professional knowledge. So, I am proposing the course development for this most important field. How can we train the nurses and train them in a better way? In my proposal, every single point is discussed which must be highlighted during the training of a nurse. After completing the training with the proposed syllabus the produced nurses will be able to deal with any sort of accidental and emergency.

Course Requirement

A section of the full syllabus should include course requirements, including information about class attendance, clinical assignments, class participation, exams, and written work. Faculty also should specify the consequences of not meeting course requirements and whether there are options for completing late or missed requirements, particularly in courses with clinical practice.

To enroll in this course students must have the biological background and background of nursing. This is a specialized course, if a student without a nursing background gets enrolled in it, the students holding a diploma in nursing are ideal to enroll in the Accidental and Emergency Nursing.

Academic Level of Course

This course is ideal for those who have a background in nursing. It should not good for the Undergraduate (B.Sc. or B.Sc. Honors) level because students coming directly from their high schools cannot cover this course. On the other hand, this course is so simple for those who are pursuing their Masters (MS) or Doctoral degrees. Thus, it must be treated as a specialized course for those who have a nursing background. For example, if someone wants to be a heart surgeon, so first he will complete his MBBS and then go for the specialization and similarly, if someone is wanting to be the Accidental and Emergency Nurse, he/she must have a background in nursing.

Course Description:

This course offers academic and professional knowledge to nursing students on how to analyze and conduct emergency care and any other related services to patients who require emergency medical attention. By applying their professional knowledge regarding nursing they have to evaluate at what time which medicine or treatment should be given immediately to the patient. They should know the emergency clinical attention to the injured, dehydrated person, heart-attack patient, etc. If we try to define the term patient so, the patients considered are those that suffer from injuries resulting from burns, accidents, and other biological disorders that cause a blackout, fainting, and body organs’ malfunction.

According to Bloom’s Taxonomy of domains, there are three major domains, and one of them is aligned without course description and that is Cognitive Domain.

Figure 1 Bloom’s Taxonomy of Domains, Cognitive Domain

Course Learning Outcome

The essential subs-tensive, and essential course learning, achieved by the learners and at the end of the program or course, it can be showed with reliability. Or we can also say that the course outcomes indicate what the student will understand and at the end of the program what can do. The course aims are the following:

• Educate students on the need for an emergency medical response by reacting to the tricky situation rapidly and effectively.
• Equip learners with the ability to understand the emergency threat level.
• Enable the students to perform correct medical operations based on emergency incidence by educating them on significant medical diseases and clinical conditions.
• Educate learners on ethical ways of conducting field operations.
• Educate students on how to use various tools and resources used in such emergency conditions.
• Enable learners to take part in other similar operations such as search and rescue, life-saving situations, and controlling masses in emergencies.

Topical Outline:

There are topical outlines;

• Academic and Professional knowledge
• Emergency Patient Care
• Emergency Medical Attestation
• Accidental & Emergency injuries and disease.

Course Domain

According to Bloom’s taxonomy, there are three learning domains namely;

• Cognitive
• Psychomotor
• Affective

These learning domains and find the level where students of nursing needed to demonstrate the competencies that will lead to the achievement of expected outcomes of learning. These domains reflect the knowledge, skills, and attitudes that students of nursing need to do practice effectively and safely. A route in coincidence and emergency nursing uses in general two of the 3 gainings knowledge of domain names. As there are the cognitive, affective, and psychomotor domain names, this nursing course will best take advantage of the cognitive and psychomotor domains. within the cognitive area, the learners might be needed to use their mental competencies to assess, understand, and preserve the information regarding the route. here, abilities in various cognitive categories like remembering, knowledge, applying, reading, comparing, and growing can be very essential for the fulfillment of the scholars (Chong EJ, 2016). alternatively, the students can be required to make use of their physical or guide abilities in appearing care experiments that they may apply in actual global patient care eventualities (Pearce, 2018).

Figure 2 Bloom’s Taxonomy of Domains

Course Faculty
Names and designations, contact information, office, office hours, credit hours for the course, and other necessary details about the faculty should be provided to the students. Psychologically, if there are good relations between students and teachers so, students will learn. In university life, most of the students don’t even know the teacher who will teach them. They don’t know his or her designation in the department. If a student feels some confusion and he wants to talk to his teacher separately so he will go to his office or can make a phone call. If we provide the above-mentioned details of faulty to the students then the relationship among them will be stronger and the students will learn with more interest. Further on, we can do that, in the orientation/first day of the university give a broad introduction to the students to share their experience. When students know how much experienced our teacher, so they will learn more.

Teaching and Learning Strategies

The university/college on this direction accept as true within the energetic gaining knowledge of, and the development of scientific reasoning, medical judgment, and clinical choice making. also, they trust in democratic gaining knowledge of in which college students and instructors associate in meeting getting to know effects. those ideals limit the use of passive gaining knowledge of techniques and sell attractive learning surroundings. you will study thru assigned readings, lectures, mastering companies, and mastering pairs, case windshield surveys, fitness screening occasions, network health training presentations, and coaching holistic health interventions. special instructions for every project and project due dates are supplied in the direction.

You will learn through assigned readings, lectures, learning groups and learning pairs, case studies, written letters and papers, role-plays and simulations, exams, interviews with nurses, windshield surveys, health screening events, community health education presentations, and teaching holistic health interventions. Detailed instructions for each assignment and assignment due dates are provided in the course pack.

Types of Instructional Methods:

Visual and Auditory modalities should be the best type of instructional method. According to a scientific study, people remember 20% when they hear, and they remember 50% when they hear and see, known as Cone of Learning. If there is traditional board teaching in the specialized nursing course, then our students will only get 20% and they can not be able to perform nursing in emergency and accidental cases. But, if there are visual and auditory modalities for this specialized course so, our students will hear and see the lecture at the same time and they will learn 50% of the total lecture means they will remember 60% better way. This can play an important part in full fil our objective to make hospitals safe by providing professional emergency and accidental nurses.

Figure 3 THE CONE OF LEARNING

Course Materials and Resources

The course material and the resources are the two main factors in the successful coaching of the nurses. To completely equip the scholars with the emergency nursing response coaching, the subsequent resources could also be of the most effective aid. First, the educational library should be totally furnished with nursing books for each physical and on-line copy. This can be a result of students are sent to conduct additional analysis of any nursing ideas. Secondly, the laboratory is required to possess human 3D models that may be used for physical coaching. Thirdly, the framework software system should be a gift within the lecture halls. this can be as a result of some 3D models that may ne’er be versatile enough for physical experiments and lecture discussions, therefore, requiring a stronger answer which can be the pc models or simulations. different adjuvant resources like cardiopulmonary resuscitation and automatic ventilation machines, hemorrhage management tools like bandages, defibrillators, medical specialists, and traction splints should be offered (Lim KH, 2015). Computers should be there to the students, they can get the recent research regarding the Accidental and Emergency Nursing, they can join the international and national societies with by talking to the ACCIDENTAL & EMERGENCY Nursing professional they will get more knowledge and if I say in laymen language, by talking to the professional, the student will get experience.

Other readings allotted are within the course pack. All allotted readings have to be completed before category, are documented in school, used for sophistication and clinical activities, and to check for examinations.

Idea

There will be classrooms where auditory and visual equipment is set. Students should have a specialized library filled up with the latest books. There must be a 3D model about their field. There should be proper clinical labs as well as computer labs for students.

Unit Topics:
The following are the unit topics along with the levels.
Level 1 – Surgical/Medical nursing.

Level 2 – Critical conditions handling.

• Mental illness.
• Trauma.
• Heart attack.
• Asthma and COPD.
• Cardiovascular arrest.

Level 3 – Management and administration of patients in emergency wards.

Level 4- Professionalism and leadership in E&A Nursing.

Student Learning Activities

Here are the student activities are written these activities give the students to perform the knowledge they have learned. The list of student activities is following;

• Students will be assigned group work at every level.
• Students will be needed to personally take part in laboratory experiments.
• Presentations of assigned group work will always be presented in class.
• Students will be needed to have a laptop for the class simulation personal practice.
• Students will be needed to attend industrial attachments at any recognized health facility after completing level 3 units successfully.

We will use computers, laptops, and laboratory equipment for these non-graded activities.

Student Assignment

• Group assignments will be issued for every unit classroom.
• There will be a patient care student game assignment.
• Accidental & Emergency injuries and disease, a case study in the classroom with the flipped classroom concept.
• Revisions of the latest literature review. Students have to check revisions of one another.
• Students will give a liability to choose a topic of emergency nursing and a group of students must make debate to the student
• End of level examinations will be issued after all units are covered every 3½ months.

Evaluation & Grading

Grade evaluation and grading are one of the main processes in the training process. This process will show the results, how effectively. They will show the quality of education is providing to the students. By doing different assessments and graded activities we can increase the interest of students and they will learn more.

Table 1 Class Room Assessment for Evaluation and Grading

University/College Policies

In addition to being familiar with the policies outlined in the sources above, it is important to be familiar with the following University Policies:

• Academic Integrity
• Disruptive Behavior
• Attendance of class and clinical lab

For NEXT WEEK Assignment:

Human Patient Simulations, various other types of simulated experiences have supported the educational needs of healthcare professionals. Software-based simulations have been used to teach anatomy, physiology, pathophysiology, pharmacology, and clinical decision making. Task trainers or low-fidelity simulators, designed to represent specific anatomic areas of the body, have been useful for the acquisition and validation of complex psychomotor, assessment, and diagnostic skills (Decker., 2008).

Human Patient Simulations are computerized, life-sized mannequins with complex, interrelated, multisystem physiologic and pharmacologic models that generate observable responses from the mannequin and allow students to interact with the simulator as they would with an actual patient in the clinical environment (Decker et al., 2008).

Outlines:

I will basically, ask the computer-based simulation developer to develop the extension of the simulation software where students of our course will experience the live emergency environment in a hospital. Where Students of emergency nursing will do the action as they learned in this course and ultimately, they will get the result of their decision. In this way, they are getting experience without harming any living human. This is how I will update the simulation to fit for classroom and student of emergency and accidental nursing.

References

Aliakbari, F. P. (2015). Learning theories application in nursing education. Journal of Education and Health Promotion, 4.

Chong EJ, L. J. (2016). Improvement of learning domains of nursing students with the use of authentic assessment pedagogy in clinical practice. NCBI.

Decker., S. S. (2008). The Evolution of simulation and its contribution to competency. Journal of Continuing Education in Nursing, 74-80.

Lee, E. &. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational technology research and development.

Lim KH, L. Z. (2015). Use of 3D printed models in medical education: A randomized control trial comparing 3D prints versus cadaveric materials for learning external cardiac anatomy. NCBI.

Moeskops, P. W. (2016). Deep learning for multi-task medical image segmentation in multiple modalities. International Conference on Medical Image Computing and Computer-Assisted Intervention (pp. 478-486). Springer.

The organization, W. H. (2017). Research. WHO.

Pearce, B. C. (2018). Linking transdisciplinary learning and research. In transdisciplinary theory, Practice and Education. Springer, 167-183.

Reedy, G. B. (2015). Using cognitive load theory to inform simulation design and practice. Clinical Simulation in Nursing, 355-360.

Herman Bailey

With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.