INSTRUCTIONAL GUIDELINES FOR EMERGENCY RESUSCITATION TRAINING AT THE NAVAL OPERATIONAL MEDICINE SCHOOL BASED ON EXPERIENTIAL LEARNING THEORY

Abstract

This qualitative study aimed to explore the experiences, contributing factors, techniques, and recommendations of emergency medical personnel regarding cardiopulmonary resuscitation (CPR), and to develop instructional guidelines for education at the Naval Medical School based on Experiential Learning Theory. Data were collected through in-depth interviews with 13 emergency medical personnel (emergency nurses, paramedics and emergency medical technicians) and a focus group discussion involving 6 personnel. The data were analyzed using content analysis. The findings revealed four major themes. First, resuscitation experiences characterized by professional pride, emotional challenges, and a strong sense of purpose in saving lives. Second, key facilitators and barriers influencing successful resuscitation were identified. Facilitating factors included early start CPR, appropriate use of automated external defibrillators (AEDs), effective teamwork, communication, and leadership. Barriers involved confined environments, limited patient access, resource constraints, and psychological pressure from patients' relatives and bystanders. Third, participants emphasized reflective practice, learning from mistakes, and emotional coping as essential components of professional development. Finally, they recommended that CPR education should incorporate realistic simulation, non-technical skills, and structured debriefing following practice. Based on these findings, a four-hour supplementary instructional lesson plan was developed, consisting of ethics-based case discussions, team-based simulation in challenging emergency scenarios, and guided reflective debriefing. Expert evaluation indicated that the instructional lesson plan was appropriate and feasible for implementation as a supplementary learning activity in the CPR curriculum.

Keywords: Cardiopulmonary Resuscitation, Experiential Learning, Instructional Guidelines, Health Professions Education, Naval Operational Medicine School