Abstract
Purpose: Effective trauma first aid training is essential for preparing nursing students to handle emergencies. This study aimed to: (1) assess the impact of a 36-hour self-learning course, incorporating a trauma care video project based on constructivist principles, on students' familiarity with trauma care processes; and (2) evaluate its effect on their confidence in applying trauma first aid.
Methods: Eight students completed a 36-hour trauma first aid course over three months, including Trauma First Aid Overview (5 hours), Emergency and ICU Experience with Case Studies (12 hours), and Video Production Guidance and Practical Exercises (15 hours). Students' trauma knowledge and ability were assessed before and after the course through tests and surveys to measure changes in proficiency and confidence.
Results: The study found significant improvements in several areas. Knowledge of trauma first aid increased from 5.38 ± 2.33 to 8.00 ± 1.31 (t = -2.78, p = .027), ability to assess trauma first aid rose from 5.00 ± 2.00 to 7.88 ± 1.46 (t = -3.08, p = .018), and familiarity with trauma treatment procedures improved from 5.50 ± 2.33to 8.60 ± 1.51 (t = -3.57, p = .009). Problem-solving ability increased from 5.25± 1.98 to 8.00 ± 1. 07 (t = -3.19, p = .015), confidence in emergency work rose from 5.00 ± 1.85 to 8.00 ± 1.07 (t = -3.38, p = .012), and interest in emergency work increased from 6.75 ± 1.58 to 8.75 ± 1.17 (t = -3.74, p = .007). However, sense of achievement in learning improved from 6.63 ± 2.72 to 8.50 ± 1.31 (t = -1.72, p = .130) with no significant difference. Additionally, there was no significant difference in trauma first aid knowledge test scores.
Conclusion: The constructivist-based self-learning course significantly enhanced nursing students' trauma care knowledge and confidence. The integration of theoretical instruction, practical experience, and interactive video production fostered deeper understanding and greater self-assurance in trauma first aid. These findings support the effectiveness of constructivist approaches in trauma education and suggest that similar methods could be beneficial in other training contexts.
Notes
References:
Ardoin, T. W., Hamer, D., Stumpf, M., & Miles, L. (2022). Integrating problem-based learning into an internal medicine residency curriculum. Ochsner Journal, 22(4), 324–343. https://doi.org/10.31486/toj.22.0078
Sigma Membership
Lambda Beta at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Acute Care, Simulation, Trauma Care, First Aid Training, Nursing Students
Recommended Citation
Tung, Hsiao Ting, "Boosting Trauma First Aid Proficiency with Constructivist Self-Learning and Video Production" (2025). International Nursing Research Congress (INRC). 12.
https://www.sigmarepository.org/inrc/2025/posters_2025/12
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Boosting Trauma First Aid Proficiency with Constructivist Self-Learning and Video Production
Seattle, Washington, USA
Purpose: Effective trauma first aid training is essential for preparing nursing students to handle emergencies. This study aimed to: (1) assess the impact of a 36-hour self-learning course, incorporating a trauma care video project based on constructivist principles, on students' familiarity with trauma care processes; and (2) evaluate its effect on their confidence in applying trauma first aid.
Methods: Eight students completed a 36-hour trauma first aid course over three months, including Trauma First Aid Overview (5 hours), Emergency and ICU Experience with Case Studies (12 hours), and Video Production Guidance and Practical Exercises (15 hours). Students' trauma knowledge and ability were assessed before and after the course through tests and surveys to measure changes in proficiency and confidence.
Results: The study found significant improvements in several areas. Knowledge of trauma first aid increased from 5.38 ± 2.33 to 8.00 ± 1.31 (t = -2.78, p = .027), ability to assess trauma first aid rose from 5.00 ± 2.00 to 7.88 ± 1.46 (t = -3.08, p = .018), and familiarity with trauma treatment procedures improved from 5.50 ± 2.33to 8.60 ± 1.51 (t = -3.57, p = .009). Problem-solving ability increased from 5.25± 1.98 to 8.00 ± 1. 07 (t = -3.19, p = .015), confidence in emergency work rose from 5.00 ± 1.85 to 8.00 ± 1.07 (t = -3.38, p = .012), and interest in emergency work increased from 6.75 ± 1.58 to 8.75 ± 1.17 (t = -3.74, p = .007). However, sense of achievement in learning improved from 6.63 ± 2.72 to 8.50 ± 1.31 (t = -1.72, p = .130) with no significant difference. Additionally, there was no significant difference in trauma first aid knowledge test scores.
Conclusion: The constructivist-based self-learning course significantly enhanced nursing students' trauma care knowledge and confidence. The integration of theoretical instruction, practical experience, and interactive video production fostered deeper understanding and greater self-assurance in trauma first aid. These findings support the effectiveness of constructivist approaches in trauma education and suggest that similar methods could be beneficial in other training contexts.
Description
This study evaluated a 36-hour self-learning course based on constructivist principles for trauma first aid, which included theoretical instruction, practical experience, and interactive video production. The course significantly improved nursing students' knowledge and confidence in trauma care, demonstrating its effectiveness in enhancing their skills and self-assurance.