Studying the Skills Required and Expected for the Rescue Teams - Research Paper Example

Working title: Studying the Skills Required and Expected for the Rescue Teams Abstract There are a number of skills required or are expected from the members of the rescue operations, may it be in car accident rescue activities or not. These skills are imparted by professional and/or experts of the said rescue activities. Certain mentoring strategies and approaches are used by mentors and/or trainers to ensure that the aspiring members of the rescue operation teams will achieve and gain the knowledge and skills they must have prior to responding to an rescue operation activities. In the same manner, each rescue operation team member must muster the skills imparted on them in the effective handling and management of any rescue operation endeavor. Introduction Being in rescue operations is one of the noblest jobs one could have. It does not only entails servicing the public in the most unexpected ways, but it also entails going to various places and facing all forms of danger. Members of the rescue operations, such as those who respond to car accidents, are the ones who offer the first line of treatment in accidents, emergencies and/or other life-threatening situations. They give the first medical attention even before the patients or the people involved get to the hospital. This is the very reason why anybody who aspires to become a member of the rescue operations needs to be advised and mentored effectively. Objectives of the Study This paper is aimed at analyzing the kind of skills hat are required for the people who would want to be in the rescue operations, particularly the car accident rescue teams. More specifically, this paper will be done to: Classify the types of skills needed for car accident rescue teams Explore the structures and devices employed in mentoring the people who are aspiring to become parts of the rescue operations Evaluate the effects of such mentoring strategies in the effective impartation of required skills for car accident rescue team members Significance of the Study The result of this study will help the researchers on gaining a broader knowledge about the general perspective of car accident rescue operations. The results that will be gathered in this study will surely enhance the researchers’ knowledge on various perspectives from the mentors and rescue operation team member aspirants in relation to the skills that are expected from car accident rescue activities. Likewise, we, the researchers, will be immersed and be acquainted with the different types of rescue strategies and the equivalent skills necessary for such operation. Mentors or trainers can all be benefited with this research. They can obtain ideas and tips on how to strategically approach their trainees in imparting the required skills for them to perform effectively during car accident rescue operations. Moreover, this paper will provide great assistance to other researchers who intend to rescue operations and/or mentoring. This paper will serve as their guide on what to do with their papers, and where to start with their study. Methodology The suggested theoretical framework to successfully analyze the skills needed by the car accident rescue team members is: The researchers believe that mentors or trainers play a very critical role in imparting the required skills for the rescue team members. Hence, this study will be focused in studying two main aspects, that of the mentoring strategies for the rescue team member aspirants and the skills that the rescue team operators need. In doing so, in depth literature study and review will be conducted in this paper. Most updated Websites, journals and magazines related to the subject of study will be gathered and analyzed. The research gathered will then serve as guides in conducting the interviews with some mentors or trainers of rescue team members. The researchers are targeting to interview a maximum of 5 advisers, trainers or mentors people (or varying age, gender and level of experience). These respondents will be chosen strategically and will be asked to answer the following questions: 1. How long have you been mentoring/training aspirant members of rescue operations? 2. What sort of instructional strategies or approaches are you using to impart the needed knowledge to your trainees? 3. How do you assess if your teaching/mentoring strategies are effective? Summaries and generalization of the responses to the given questions will be done. Thus, the results and discussion of the study is obtained by analyzing the results of the interview conducted and correlating it with the research. Ethical Considerations It should be noted that the interviewees are professional educators. Questions and the very manner of talking with them should first be guided and as much as possible, be formal, respecting their profession and their age. Conducting human and literature research needs to follow certain rules guidelines. For human research, permission prior to conducting the research must be sought first, and a letter from the university or from the researchers’ advisers will be much helpful. Questions for the interviews must be carefully prepared and the interviewees have the right to see and/or read the questions first and review it before they will provide their own answers. As for literature research, considerations concerning copyright guidelines must be adhered to. Whatever type of literature it is – may it be a journal, a new paper clip, or even a previous research – they must all be cited as part of the reference list at the end of the paper. Resources and Support Needed Letters from the university and from the supervisor may be needed so that the researcher will be allowed access to various history books, journals and/or articles. More so, from time to time, the researcher will need to consult the supervisor if the research is on the right track and if everything is flowing smoothly. A once-a-week meeting between the teacher and the supervisor is ideal. Timescale This paper will consume a minimum of four weeks to finalize. The first 2 weeks will be attributed to in-depth literature review. From this literature review, the researcher will be able to identify the skills required for the car accident rescue operation team members. Another week will be spent in conducting the interview with the professionals – the teachers and mentors. It is hoped that from the literature review, the researchers will be able to correlate the data gathered with the information that will be sought from the interviewees. The last week will be spent for generalization and analysis. Information gathered from the in-depth literature review as well s the interview will be summarized. Conclusion and recommendation will all be based on the summarized analysis. Review of Related Literature Training Approach for Car Accident Rescue Operation Members To establish a good training, there must be a complete training cycle to follow. A training cycle is composed of planning, execution, and follow-up or revision or the post – evaluation phase. Tom Goad, training specialist, describes these phases as an inter-related system or continuous cycle, (Goad, 1982). To illustrate it: Figure 1. A training / Learning Cycle In the analysis phase, there are two primary purposes – to make sure that the training is very much needed and to ascertain that the training would be based on credible and reliable training materials. In this phase, the trainer should identify what the issue is that has posed training as a solution (this is often called "needs assessment"), inquire about the tasks and skills needed to accomplish a function or job, and identify who the possible learners are (Goad, 1982). During the designing phase, the trainer/designer determines the strategy to be used in accomplishing the training. Furthermore, the trainer, on this stage, gathers data on which to base his/her learning objectives, the driving force behind the design. He / she should have also decided on what training approach he/she is to follow, through looking at the learning objectives, the training methods, tools, and timing appropriate for the skills to be learned and the learners participating. And lastly, this would also be the phase during which the need for pre-testing might be determined (Goad, 1982). Meanwhile, on the development phase, the trainer develops training methods, which may include experiences, tools, and methods of delivery. In this phase much attention is paid to the look and feel of the final training event, including supportive materials, packets, overheads, technological requirements, etc. The final flow, or blocked out design results from work done in this phase (Goad, 1982). The next phase would be the conduction phase. This will be the time when the trainer conducts the actual training. In addition, the trainer monitors progress and response of learners, attempting to evaluate the effectiveness of the design and delivery as the training unfolds, and adjusting during the session as needed. Notes taken during this phase will be valuable in the evaluation phase (Goad, 1982). And last, but definitely not the least, would be the evaluation phase. The training program is evaluated and feedback gathered for updating or revising the training design. What is so surprising is that this phase is typically the most neglected phase of the training cycle as the trainers and learners all breathe a sigh of relief. However, if attended to correctly, this phase can create better training programs later, can serve to guide revision of the program, can give the trainer important feedback on his/her performance. This phase leads directly back into the Analysis phase during which data gathered in evaluation is used to determine further training needs (Goad, 1982). Skills Required for Rescue Operation Team When responding to operation activities, such as in situations like car accidents, there are a number of skills and knowledge that are expected from the rescue operation teams. First, is the skill for hazard elimination. Instead of using injections, administer medications another way, can be done by using tablets, inhalers, or transdermal patches. Needleless intravenous systems, such as jet injectors, can be substituted for syringes and needles. If injections are used, minimize the number by eliminating all unnecessary injections. Remove unnecessary sharps (e.g. towel clips) and needles from the area (Rapiti et al. 2005). Second is effective skills in administrative controls. This may include knowledge and expertise in policies and training programs aimed at limiting exposure to the hazard, such as Universal Precautions, allocating resources to demonstrate a commitment to the safety of health-care workers, instituting a needle stick prevention committee, formulating an exposure control plan, and having consistent training programs (Rapiti et al. 2005). And the last, and for sure not the least, is skills on using personal protective equipment. These are protective barriers and filters between the people being rescued, the rescuers and the hazard. Examples include eye goggles, face shields, gloves, masks and gowns and the likes (Rapiti et al. 2005). References: Goad, Tom W. Delivering Effective Training. San Diego, CA: University Associates, 1982. 1996. Association of Research Libraries, Washington, DC. http://www.arl.org/training/ilcso/goadmodel.html Rapiti, E., Pruss-Ustun, A. and Hutin Yvan. 2005. Sharp Injuries: Assessing the burden of disease from sharps injuries to health-care workers at national and local levels. Environmental Burden of Disease Series, 11:1-50. Other Possible Bibliography: American Hospital Association. 1999. Sharps injury prevention program: a step-by-step guide. (Pugliese G, Salahuddin M, eds.) Chicago. Clark, Donald. Introduction to Instructional Design System. July 1995. Updated November 6, 2000. Davis MS. 1999. Advanced precautions for today’s O.R.: the operating room professional’s handbook for the prevention of sharps injuries and bloodborne exposures. Atlanta: Sweinbinder Publications LLC. Edmond, M., Khakoo, R., McTaggart, B., Solomon, R. 1988. Effect of bedside needle disposal units on needle recapping frequency and needlestick injury. Infect Control Hosp Epidemiol 9:114-16. Gerberding, J.L. 1993. Procedure-specific infection control for preventing intraoperative blood exposures. Am J Infect Control 21:364-7. Hanrahan, A., Reutter, L. 1997. A critical review of the literature on sharps injuries: epidemiology, management of exposure and prevention. J Adv Nurs 25:144-54. Spitzer, Dean. Five Keys to Successful Training. June 1986. 1996. Association of Research Libraries, Washington, DC. Read More