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SYSTEMIC AND METHODOLOGICAL ANALYSIS OF THE FORMATION OF FIRST
AID SKILLS IN STUDENTS OF NON-MEDICAL SPECIALTIES
Palvanova Umida Bahramovna
Assistant of the Department of Military Field Therapy,
Hematology and Diagnostics of the Urgench branch of the Tashkent Medical Academy
DOI 0000-0002-6587-3318
Turgunov Sobithon Tashpulatovich
Doctor of Pedagogical Sciences, Professor
Yakubova Azada Botirovna
PhD, Head of the Department of Internal Medicine,
Rehabilitation and Alternative Medicine,
Urgench Branch of the Tashkent Medical Academy
Abstract:
According to statistics from the World Health Organization, 25 percent of victims die
from failure to provide first aid at the scene of an emergency. Up to 60 percent of such deaths
could have been prevented if there had been a person next to the victim who knew how to
provide first aid. That is why the problem of providing first aid, as well as training in it, are still
included in the list of problems of human life safety[1].
Key words:
emergencies , first aid, life safety, victim
Introduction.
In modern society, developing first aid skills in students in non-medical
educational institutions is of particular importance. This process not only provides students with
specific skills and knowledge, but also makes a significant contribution to their personal
development and public safety. First of all, first aid training gives students confidence in
themselves and their abilities. Knowing how to act in critical situations helps them feel more
independent and prepared to solve problems. This is especially important in moments when
every second counts and a quick reaction can save a life.
In addition, developing first aid skills helps students develop social responsibility. They become
aware of their role in society and understand that they can bring real benefits to others. This
aspect of learning also helps develop a more empathetic attitude towards others and broadens
students’ horizons in terms of caring for the well-being of others. As a result, mastering first aid
skills benefits not only students but also society as a whole. People who have this knowledge can
provide assistance in case of accidents both in the educational environment and in everyday life.
This helps create a safe and friendly environment where everyone can count on support and help
if needed. Thus, developing first aid skills in students in non-medical educational institutions
plays an important role both for the individual development of each student and for society as a
whole. This process not only strengthens self-confidence and social responsibility, but also
makes the world a little safer and kinder for all its inhabitants.
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Materials and methods of the study.
In the course of assessing the level of knowledge of the
process of developing first aid skills among students of non-medical universities, we analyzed
the scientific works of researchers in this field, who assert the need to develop first aid skills
among students of non-medical higher education institutions around the world.
A research study conducted in Taif, Saudi Arabia, assessed the awareness, knowledge, attitude,
and practice of first aid among medical and non-medical students at Taif University [2]. The
study found that the knowledge and skills of first aid among medical students were higher than
that of other students. This is because medical students have a direct connection with the
profession, which makes them more aware of the importance of first aid than other participants
in the study. The study also found that students who received information about first aid as part
of their school curriculum had better knowledge and skills in this area. According to this finding,
first aid in the school curriculum should include more practical training rather than just lectures.
In this study, 63.8% of the participants reported that their school curriculum contained
information about first aid.
In conclusion, according to the study, half of the participants had good knowledge of first aid,
but they had no practice or skills. Participants in first aid courses showed a higher level of
knowledge and awareness, which was statistically significant. In order to effectively manage
casualties in emergency situations, people need to have a good understanding of the various
methods and materials used in first aid [2].
And a study conducted among students of non-medical higher education institutions at the
University of Karachi showed that the knowledge and skills of students in providing first aid in
various emergency situations were insufficient to provide correct and qualified first aid to
victims in emergency situations [3]. The results of the ascertaining stage of the experiment
conducted at the Mari State University in Yoshkar-Ola, Russia, also showed that students do not
have sufficient first aid skills, despite a high level of theoretical knowledge. The study revealed
that the level of stress resistance among students is low, which may indicate insufficient
readiness to respond to emergency situations.
The results of a study conducted among students at Yarmouk University in Jordan showed that
students also lacked sufficient knowledge of first aid. The researchers noted that to reduce early
mortality and morbidity from accidents and emergencies, first aid should be included in standard
high school and college curricula [4].
When organizing the educational process, the main goal is to give students the necessary
theoretical knowledge and practical skills in the subject. A skill is an action in which individual
operations have become automated as a result of the exercise. The fact that a given action has
become a skill means that the individual, as a result of the exercise, has acquired the ability to
perform this operation without making its implementation his conscious goal.
To improve the level of students' training, it is necessary to move away from formalism in the
educational process, to pull the student out from behind the desk and put him in a situation close
to real. Training should be built in the form of problem-solving classes with the imitation of
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various types of accidents. The main goal of such classes is to practice tactics and skills of
correct behavior, methods of quickly collecting information about the victim, schemes for
alerting rescue services and the administration, and most importantly - to teach how to mobilize
all available forces and reserves, quickly make rational decisions in difficult conditions of an
emergency (darkness, rain, cold, lack of necessary rescue equipment).
It is necessary to include in the training process traditional competitions or contests mandatory
questions (stages) on demonstrating first aid skills, which provide for the solution of the
following tasks:
to bring students as close as possible to real emergency situations;
conduct a powerful psychological and emotional training that will make you remember your
mistakes and miscalculations for the rest of your life;
to identify the level of students’ preparation and its compliance with the accepted standard;
to evaluate the dynamics of students’ preparation in comparison with previous competitions;
demonstrate new techniques and useful experiences;
identify and reward the best.
In the process of theoretical analysis of scientific works published on the methodology of
teaching first aid skills , we encountered different approaches that the authors used to achieve
their goals, so in his scientific article Fedorov A.V. suggests conducting classroom classes with
students of pedagogical universities according to a certain methodology, the author claims that a
two-hour classroom lesson cannot be only a lecture or a seminar. From the author's point of view,
it would be more reasonable to conduct a combined classroom lesson, in which, during ninety
minutes, the following will alternate: listening to a lecture with multimedia slides (35 minutes),
reinforcing skills in practice (25 minutes), solving situational problems (15 minutes), testing
control of acquired skills (10 minutes), results and an assignment for the next lesson (5 minutes).
The methodology is distinguished by a combined structure and is carried out within ninety
minutes. This allows you to save time, since classroom work is not reduced, and the main
sections of the discipline remain in the standard.
Students must consolidate the necessary skills and abilities under the teacher's supervision during
practical assignments and situational tasks. In addition, an assessment is made of the level of
students' mastery of the necessary skills. Then, areas that have not yet been mastered are
identified, and students are given more time for out-of-class work.
Unlike the traditional lecture-seminar system, the quality of students' education is improved by
the final assessment, which includes a test, a test, and an exam. As a result, by the time of the
final assessment, students have developed deeply conscious skills and abilities in providing first
aid. The creation of such a teaching method has made it possible, while reducing classroom work
for bachelors, not to omit significant sections and topics of the discipline from the program and
to improve the quality of mastering the knowledge, skills, and abilities in providing first aid by
students of pedagogical universities in connection with the transition to a multi-level system of
training specialists [5] .
As he states in his scientific article Ekimova, E. S. Knowing the theory and methods of first aid
does not mean being able to use this knowledge in an extreme situation. It is the psychological
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factor, if not taken into account, that turns training in first aid techniques into an empty formality.
During practical classes, a group of doubts, fears and arguments that interfere with the work of
students was revealed. One of the central problems is low motivation for training and improving
the professional knowledge of the target audience. When analyzing the motivation of students in
civil defense courses by interviewing students, testing and observing the audience, researchers
found that in almost the overwhelming majority of cases, training is not a conscious need to
obtain and update knowledge, but the implementation of an order from senior management. In
addition, students have past educational experience, which can both increase their ability to learn
and reduce their motivation to acquire new knowledge. To increase motivation, one should turn
to the experience of students so that they can use their existing knowledge base and integrate the
knowledge they have gained into their experience, remembering that the audience has the right to
evaluate the educational material and respond to it. The following doubts and concerns are
common among the trainees, which reduce their self-esteem: fear of making quick decisions and
thereby harming the victim; fear that the victim may die due to the fault of the person providing
assistance; fear of infection; fear of critical comments from eyewitnesses; the need to justify the
fact that mistakes were made when providing assistance; it is difficult to force yourself to
perform artificial ventilation of the lungs of a stranger, to touch his div. Some trainees are
convinced that without knowledge of anatomy and classification of injuries and bleeding, it is
impossible to teach first aid skills, and there is little time for study. Meanwhile, an eyewitness to
an accident only needs to have certain first aid skills and know five or six situations (a state of
clinical death, coma, life-threatening bleeding, contact of aggressive liquids with the skin and
eyes, and thermal burns) in order to actually save and preserve the life of the victim until the
arrival of medical personnel [6].
Ekimova, E.S. also states that the following principles are applied for effective work with study
groups:
a) the principle of interactive learning, which implies active communication between participants
and the teacher; equality built on partnership relations between learners and the teacher,
feedback; implementation of the interests of adult learners. This principle maintains high
motivation and promotes understanding of the problem posed by learners;
b) the principle of psychological safety, i.e. modeling psychologically safe conditions for
intensive, emotional communication during the execution of tasks;
c) imitation of various types of accidents o the main goal is to practice tactics and skills of
correct behavior in an emergency situation and methods of quickly collecting information about
the victim, to teach how to quickly make rational decisions in difficult conditions (darkness, rain,
cold, lack of necessary rescue equipment);
d) the use of simulators for performing cardiopulmonary resuscitation, which helps to bring the
conditions in the classroom closer to real ones;
d) consideration of the emotional complexity of the material: the classes and the material under
consideration should stimulate positive emotions. The practical lesson should end on a positive
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emotional background. To activate the learning process, it is necessary to create conditions for
better perception of information: use slides, educational films, tactile sensations are useful for the
trainees when working with the simulator.
In his work, Kulagin, A.S. emphasizes that, in order to implement a systematic approach to
mastering the techniques of first aid to victims within the framework of the course
"Fundamentals of Life Safety", the researchers developed and implemented a set of situational
problem tasks, including the characteristics of situations related to the need to provide first aid in
various emergency situations. The specified complex includes tasks of two types: non-imitation
(training) and simulation (real). The solution of these problems involves a consistent ascent from
mastering general algorithms for providing first aid to victims to such direct actions in situations
close to real conditions. The solution of non-imitation problems involves familiarizing
comprehensive school students with a situation presented in text or graphic form. Its solution
involves the student performing analytical, evaluative, prognostic and recommendatory actions
with the choice of the algorithm of actions necessary in specific conditions without the use of
practical skills. Simulation tasks involve further complication of the conditions of situational
tasks that require additional material and technical equipment, modeling of a situation close to
real conditions. The solution of this type of problem for students has the nature of a game
activity, suggesting "living" the situation in its game embodiment (M. V. Klarin). In didactic
terms, solving simulation problems by students involves a sequential passage of stages: analysis
of the conditions and requirements of the problem; selection of the necessary algorithm of
actions; characteristics of the algorithm; performance of practical actions to provide first aid.
Experimental work on the use of a situational approach in mastering first aid techniques by
students of a comprehensive school in comprehensive schools of the Nizhny Novgorod region
made it possible to speak about the effectiveness of the chosen methodology [7].
Results and discussion.
Based on the analysis of scientific research data on teaching and
improving first aid skills of students in non-medical educational institutions, it can be said that
the structure of teaching first aid skills and the degree of students' interest in first aid skills show
an incomplete degree of interest and do not meet the requirements of modern times. The increase
in the number of industrial accidents and disasters, dangerous social situations and the spread of
destructive forces of nature also confirms that the population does not have the skills of proper
behavior in everyday life. Young people are a special group of people who need to change their
ideas about their own safety and the safety of others, as well as how to lead a safe life.
Analyzing the possibilities of the currently existing professional education in the field of first aid
in emergency situations and comparing them with the actual organization of professional
education in pedagogical institutions of higher education, we came to the conclusion that the
existing system is in dire need of creating a concept for organizing the processes of developing
first aid skills among students of higher educational institutions.
To achieve this goal it is necessary organization and management of training processes for the
development of first aid skills in students based on a systems approach that requires careful
coordination and integration of various educational and administrative aspects. The systems
approach involves the use of a holistic methodology, including an analysis of the needs of
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students, the development of educational programs, the selection and training of qualified
teachers, and the introduction of effective methods for assessing and monitoring knowledge and
skills. An important element is the creation of an educational and material base equipped with
modern equipment and training tools that simulate real conditions for providing first aid.
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