Many Ems Systems This Changed The Use Of The Pneumatic Anti Shock Garment

403 views

Published on

Published in: Health & Medicine
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
403
On SlideShare
0
From Embeds
0
Number of Embeds
5
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • This module is specifically designed to provide the minimum, as outlined in the DOT curricula for ALS providers. With practice this module requires about 45 minutes to 1 hour to present. It is recommended that until you are comfortable with the presentation or the topic to use all the slides contained in this package.
  • Many Ems Systems This Changed The Use Of The Pneumatic Anti Shock Garment

    1. 1. Introductory Research Module for use with ALS Training Curricula Developed by the Prehospital Care Research Forum, in conjunction with the National Association of EMS Educators, Research Committee
    2. 2. Matthew Zavarella, NREMT-P - Chairperson Scott Bourn, RN, MSN, EMT-P Chuck Crawford, MS, EMT-P Alice Dalton, RN, BSN Robert Delagi, MA, NREMT-P William Dunne, MS, NREMT-P Walt Alan Stoy, PhD, EMT-P The Prehospital Care Research Forum gratefully acknowledges Liz Criss, RN, MEd, and our Education Committee for their time and effort in the preparation of this presentation.
    3. 3. Objectives <ul><li>Describe the importance of quality EMS research to the future of EMS </li></ul><ul><li>Describe the importance and benefits of research </li></ul><ul><li>Explain the EMS provider’s role in data collection </li></ul><ul><li>Advocate the need for supporting and participating in research efforts aimed at improving EMS systems </li></ul>
    4. 4. Introduction <ul><li>Most of EMS based on in-hospital activities moved to the out-of-hospital environment </li></ul><ul><li>Need to develop evidence-based EMS practice </li></ul><ul><li>Movement toward professionalism, means: </li></ul><ul><ul><li>ethics </li></ul></ul><ul><ul><li>standards of care </li></ul></ul><ul><ul><li>unique body of knowledge </li></ul></ul>
    5. 5. Aspects of Research <ul><li>Research methodologies vary </li></ul><ul><ul><li>formal clinical research </li></ul></ul><ul><ul><li>chart review </li></ul></ul><ul><ul><li>case studies </li></ul></ul><ul><li>Research areas are diverse </li></ul><ul><ul><li>educational </li></ul></ul><ul><ul><li>clinical </li></ul></ul><ul><ul><li>systems </li></ul></ul>
    6. 6. Aspects of Research (cont’d) <ul><ul><li>Conducting research is important </li></ul></ul><ul><ul><ul><li>provides new data/information </li></ul></ul></ul><ul><ul><ul><li>validates existing data/information </li></ul></ul></ul><ul><ul><ul><li>develops the unique EMS body of knowledge </li></ul></ul></ul><ul><ul><li>Reading research is equally important </li></ul></ul><ul><ul><ul><li>promotes evidence-based practice </li></ul></ul></ul><ul><ul><ul><li>promotes generation of new research ideas </li></ul></ul></ul><ul><ul><ul><li>provides background essential to understanding EMS </li></ul></ul></ul>
    7. 7. Acquiring Literature <ul><li>Books vs. Journals vs. Electronic Media </li></ul><ul><li>Information focus </li></ul><ul><ul><li>books </li></ul></ul><ul><ul><ul><li>often lacks scientific justification </li></ul></ul></ul><ul><ul><ul><li>quickly outdated </li></ul></ul></ul><ul><ul><ul><li>curriculum directed </li></ul></ul></ul>
    8. 8. Acquiring Literature (cont’d) <ul><ul><li>journals </li></ul></ul><ul><ul><ul><li>trade journals </li></ul></ul></ul><ul><ul><ul><ul><li>non-peer review </li></ul></ul></ul></ul><ul><ul><ul><ul><li>topic directed </li></ul></ul></ul></ul><ul><ul><ul><li>scientific journals </li></ul></ul></ul><ul><ul><ul><ul><li>peer-reviewed </li></ul></ul></ul></ul><ul><ul><ul><ul><li>research directed </li></ul></ul></ul></ul>
    9. 9. Acquiring Literature (cont’d) <ul><ul><li>electronic media </li></ul></ul><ul><ul><ul><li>web sites </li></ul></ul></ul><ul><ul><ul><ul><li>non-peer reviewed </li></ul></ul></ul></ul><ul><ul><ul><ul><li>often misinformation (IMPROVING!) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>surf carefully </li></ul></ul></ul></ul><ul><ul><ul><li>on-line journals </li></ul></ul></ul><ul><ul><ul><ul><li>peer-reviewed </li></ul></ul></ul></ul><ul><ul><ul><ul><li>reputable (but not always “gospel”) </li></ul></ul></ul></ul>
    10. 10. Acquiring Literature (cont’d) <ul><li>Locating information </li></ul><ul><ul><li>Index Medicus </li></ul></ul><ul><ul><ul><li>contains peer reviewed medical literature </li></ul></ul></ul><ul><ul><ul><li>available on-line </li></ul></ul></ul><ul><ul><li>CINAHL </li></ul></ul><ul><ul><ul><li>contains health related literature </li></ul></ul></ul><ul><ul><ul><li>available on-line </li></ul></ul></ul>
    11. 11. Literature Format <ul><li>Layout of a research article </li></ul><ul><ul><li>abstract </li></ul></ul><ul><ul><li>introduction </li></ul></ul><ul><ul><li>materials/methods </li></ul></ul><ul><ul><li>results </li></ul></ul><ul><ul><li>discussion </li></ul></ul><ul><ul><li>conclusion </li></ul></ul>
    12. 12. Evaluating An Article <ul><li>Evaluate demographics </li></ul><ul><ul><li>similar system configuration </li></ul></ul><ul><ul><li>similar patient distribution </li></ul></ul><ul><li>Evaluate numbers </li></ul><ul><ul><li>enough patients </li></ul></ul><ul><ul><li>right equipment </li></ul></ul><ul><ul><li>comparing apples to apples </li></ul></ul>
    13. 13. Reading the Literature <ul><li>Critical analysis </li></ul><ul><ul><li>do the numbers add up </li></ul></ul><ul><ul><li>do the numbers make sense </li></ul></ul><ul><ul><li>do the results answer the question </li></ul></ul><ul><ul><li>is the data extrapolated too far </li></ul></ul>
    14. 14. Reading the Literature (cont’d) <ul><li>Limitations to existing literature </li></ul><ul><ul><li>no perfect project </li></ul></ul><ul><ul><li>acknowledge strengths & weaknesses </li></ul></ul><ul><li>Incorporating into practice </li></ul><ul><ul><li>influence current practice </li></ul></ul><ul><ul><li>how much is enough </li></ul></ul><ul><ul><li>evidence-based practice </li></ul></ul>
    15. 15. Examples <ul><li>Controversies raised </li></ul><ul><ul><li>MAST use </li></ul></ul><ul><ul><li>trauma care </li></ul></ul><ul><li>Practice adjusted </li></ul><ul><ul><li>fluid management in trauma </li></ul></ul><ul><ul><li>MAST use </li></ul></ul>
    16. 16. Summary <ul><li>Participating in research is important </li></ul><ul><ul><li>to current practice </li></ul></ul><ul><ul><li>to future practice </li></ul></ul><ul><ul><li>to establishing the professionalism of EMS </li></ul></ul><ul><li>Begin with reading the literature </li></ul><ul><ul><li>books </li></ul></ul><ul><ul><li>journals </li></ul></ul><ul><ul><li>electronic media </li></ul></ul>
    17. 17. Summary <ul><li>Be critical of research </li></ul><ul><ul><li>not all published research is good research </li></ul></ul><ul><ul><li>not all published research is valuable research </li></ul></ul><ul><ul><li>not all published research is reported correctly </li></ul></ul><ul><li>Hold people accountable </li></ul><ul><li>Research is the future of EMS </li></ul><ul><ul><li>validates </li></ul></ul><ul><ul><li>promotes </li></ul></ul><ul><ul><li>improves </li></ul></ul>

    ×