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FUNDAMENTALS OF DEVELOPING FIRST AID SKILLS IN STUDENTS: A
THEORETICAL ANALYSIS.
Palvanova Umida Bakhramovna
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 Sobitxon Tashpulatovich
Doctor of Pedagogical Sciences, Professor
Yakubova Azada Botirovna
PhD Head of the Department of "Internal Medicine,
Rehabilitation and Alternative Medicine" of the Urgench
branch of the Tashkent Medical Academy
Abstract:
The article discusses the theoretical foundations of developing first aid skills in
students of non-medical higher educational institutions. The analysis of existing approaches to
first aid training is conducted, key problems of educational programs are identified, including
insufficient theoretical training, lack of practical classes and low motivation of students. The
necessity of integrating innovative methods, such as simulation training, interactive multimedia
technologies and role-playing scenarios, is substantiated to improve the effectiveness of training.
The authors emphasize the importance of forming a first aid culture as an important component
of public safety and social responsibility. Conclusions are made about the need for a
comprehensive revision of training programs with an emphasis on the balance of theoretical and
practical training.
Keywords:
First aid, assistance skills, non-medical universities, educational programs,
theoretical training, practical training, simulation technologies, safety culture, social
responsibility, innovative teaching methods.
Introduction
The relevance of the research topic is due to the importance of developing first aid skills in
students of non-medical universities. In the context of modern reality, when emergencies,
accidents and sudden conditions require immediate intervention, knowledge of first aid
algorithms becomes a necessary element of the general culture of public safety. According to
statistics from the World Health Organization, up to 60% of fatal outcomes could be prevented if
the victim had received first aid in a timely manner [1]. However, an analysis of educational
programs shows that first aid training in non-medical educational institutions remains
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insufficiently structured and organized, which reduces students' readiness to effectively respond
to emergency situations [2; pp. 184-192].
Modern approaches to first aid training are focused not only on the transfer of theoretical
knowledge, but also on the development of practical skills that allow students to act confidently
under stress. However, the existing training system in non-medical universities is characterized
by a number of problems: insufficient number of hours allocated to first aid, a shortage of
qualified teachers, weak student motivation and limited use of modern educational technologies
[3]. Many programs focus primarily on the theoretical aspect, which leads to low training
efficiency, since without practical training, students feel unsure when providing assistance in real
life [4].
Another problem is the lack of a comprehensive approach to first aid training. The inclusion of
basic courses in university programs is an important step, but their content is often limited to
general information, which does not allow students to fully master the algorithms for providing
assistance. In addition, first aid teaching in most cases is not accompanied by mandatory
practical exams, which reduces the level of students' training and their readiness to act in
extreme conditions [5].
Taking into account the above, it is necessary to revise educational approaches, including
strengthening practical training, integrating interactive methods, using simulation training and
role-playing scenarios. Such technologies allow students not only to memorize the algorithms for
providing assistance, but also to develop confidence in their actions, reducing the level of
anxiety in emergency situations [2; pp. 184-192].
The aim of the study is to conduct a theoretical analysis of existing approaches to teaching first
aid to students of non-medical universities and to identify key problems in this area. The
following objectives were set within the framework of the work: to analyze the theoretical
foundations of first aid and its importance in the education system; to study existing methods of
teaching first aid skills in non-medical universities; to identify the main problems associated with
deficiencies in theoretical and practical training of students; to justify the need to introduce
innovative teaching methods aimed at improving the effectiveness of preparing students to
provide first aid. The object of the study is the process of developing first aid skills in students of
non-medical universities, and the subject is modern educational approaches to teaching first aid,
their effectiveness and prospects for improvement. The scientific novelty of the work lies in a
comprehensive analysis of the existing first aid training system and the proposal of effective
methods for its improvement with an emphasis on practical training and the use of modern
teaching technologies. Thus, consideration of this topic is relevant and in demand in light of the
need to improve the level of public safety and the readiness of citizens to provide emergency
care in critical situations. Materials and methods
The study is based on the analysis of modern approaches to teaching first aid skills to students of
non-medical higher education institutions. The work included a theoretical analysis of scientific
literature, regulatory documents and educational programs aimed at developing competencies in
this area. The main attention is paid to the consideration of existing teaching methods, assessing
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their effectiveness and identifying shortcomings in the educational systems of different countries,
including the practice of higher education institutions of the Republic of Uzbekistan.
The study used data on the historical evolution of first aid, starting with the activities of medieval
monastic orders and ending with modern educational standards, including the use of simulation
technologies and interactive teaching methods [6]. The main protocols for providing assistance,
such as BLS (basic life support) and CPR (cardiopulmonary resuscitation), as well as their
adaptation in educational programs for students of non-medical specialties are considered [7].
The existing systems of education in higher education institutions were analyzed, key problems
were identified, including a lack of theoretical training, a limited number of practical classes and
a low level of student motivation [8]. The impact of the shortage of academic hours allocated for
mastering first aid on the level of training of students was assessed [2; pp. 184-192]. The
methodology of teaching first aid was also studied, taking into account the use of modern
educational technologies, such as virtual reality, multimedia simulators and role-playing
scenarios, ensuring more effective assimilation of theoretical knowledge and development of
practical skills [4].
Additionally, an analysis of regulatory documents governing the teaching of first aid in
universities of Uzbekistan was conducted, with an emphasis on the integration of relevant
courses into educational programs. Changes made to the curricula since 2000, including the
introduction of disciplines related to health protection, as well as their practical application in the
training of students were considered [5].
Particular attention is paid to assessing the motivation of students to learn first aid. The
conducted studies indicate a low level of awareness of the importance of this knowledge among
students of non-medical universities, which is due to the lack of integration of the topic into the
main disciplines and the lack of practical classes [10]. Methods for increasing motivation are
considered, including the introduction of practical exams, participation in volunteer programs
and the use of real cases demonstrating the importance of timely assistance [3].
Results
The analysis of existing approaches to teaching first aid in non-medical higher education
institutions revealed a number of key problems associated with the development of emergency
care skills in students. The main problem is the insufficient theoretical basis for the learning
process, which leads to fragmented acquisition of knowledge and the lack of a holistic
understanding of algorithms for action in critical situations [8]. Modern educational programs are
focused primarily on independent study of theoretical material, which significantly limits
students' opportunities to consolidate the acquired knowledge in practice [9, pp. 526–528].
A historical analysis showed that first aid as a structured discipline began to develop in the
second half of the 19th century, but its integration into the educational programs of non-medical
universities has not yet reached the proper level. In modern conditions, the emphasis in first aid
training is shifting towards interactive and simulation methods, but their implementation in the
educational process remains insufficient [2, pp. 184–192]. In this regard, students experience a
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deficit of practical skills, which affects their confidence in their own actions in real emergency
situations [3].
Analysis of educational programs of non-medical universities of the Republic of Uzbekistan
showed that the discipline "Fundamentals of Medical Knowledge" occupies only an insignificant
place in the structure of student training. For example, within the framework of the
correspondence form of study in the direction of "Primary Education" at Urgench State
University, 120 hours are allocated for this course, of which only 24 are allocated for classroom
studies, and 96 hours are spent on independent work [2, pp. 184-192]. This leads to the fact that
most students do not receive a sufficient number of practical classes necessary for developing
automaticity of actions under stress.
One of the main reasons for the low level of training is the insufficient connection between the
theoretical and practical aspects of training. Even with basic theoretical knowledge, students face
difficulties in applying it in practice, which indicates the need to develop new teaching methods
[4]. The introduction of modern technologies such as virtual reality (VR), interactive multimedia
courses and simulators contributes to more effective assimilation of material, but their use
remains fragmented [2, pp. 184–192].
In addition, a low level of student motivation to study first aid was revealed, which is due to the
insufficient integration of this topic into general educational programs. A study conducted at one
of the universities in Taif (Saudi Arabia) found that only 14% of students in non-medical
specialties receive adequate training in first aid, which confirms the existing gaps in the
educational system [10]. Similar results were obtained at the University of Yarmouk (Jordan),
where a shortage of both theoretical and practical classes in first aid was noted, which reduces
the level of students' readiness to act in extreme situations [11]. Problems in the organization of
the educational process associated with the lack of a comprehensive approach to the formation of
a first aid culture were also identified. According to the World Health Organization, up to 60%
of fatal cases could be prevented if the people around had basic emergency care skills [1].
However, current educational programs do not provide the proper level of training, since they are
limited to studying general safety issues and do not provide for in-depth mastery of algorithms
for action in critical situations [5]. Thus, the analysis showed that the effectiveness of first aid
training in non-medical universities remains low due to insufficient theoretical training, lack of
practical classes, weak student motivation and lack of integration of modern educational
technologies. To improve the situation, it is necessary to revise the curricula with an increase in
hours for practical training, introduce innovative teaching methods such as simulation training
and role-playing scenarios, and develop new methodological approaches aimed at increasing
students' awareness and responsibility.
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