Health students' knowledge assessment on the Glasgow Coma Scale at the University of Minas Gerais
DOI:
https://doi.org/10.33448/rsd-v10i9.17798Keywords:
Glasgow Coma Scale; Health Education; Multidisciplinary team.Abstract
Introduction: health care students need to have full knowledge of awareness assessment methods for excellence in professional practice and patient care, however, the literature reports health professionals' shortcomings in the use of the Glasgow Coma Scale (ECG). Objective: The aim of the present study was to analyze and assess the knowledge of healthcare students about the function and applicability of the Glasgow Coma Scale (ECG). Methods: data were generated by applying a questionnaire to senior students of Medicine, Nursing, Dentistry and Pharmacy courses at the Federal University of Alfenas. Results and Discussion: the results reveal that future doctors and nurses have greater knowledge of the parameters and application of ECG when compared to other evaluated students, this is an obstacle to excellence in health care, since multidisciplinary teams are extremely important for care, and its members need an expanded knowledge of ECG to provide the patient with serial monitoring and avoid communication problems between the team. Conclusion: there is a deficit in learning about ECG among students in the health field and, in order to supply it, universities must commit to offering theoretical and practical courses on the use of ECG.
References
ATLS, Advanced Trauma Life Suport (2018). American college of surgions committee on trauma. Livro básico.
Aranega, A. M., Bassi, A. P. F., Ponzoni, D., Wayama, M. T., Esteves, J. C., & Garcia Jr., I. R. (2012). Qual a importância da Odontologia Hospitalar? Revista Brasileira de Odontologia, 69(1), 90-93.
Baker, M. (2008). Reviewing the application of the Glasgow Coma Scale: Does it have interrater reliability? British Journal of Neuroscience Nursing. 4 (7) 342-347.
Brennan, P. M., Murray, G. D., & Teasdale, G. M. (2018). Simplifynd the use of prognostic information in traumatic brain injury. Part 1: The GCS-Pupils score: an extended index of clinical severity. Journal of Neurosurgery, 128, 1612-1620.
Bryan, J. (2002). The Glasgow coma scale: History and current practice. Trauma, 4 (1) 91-103.
Edwards, S. L. (2001). Using the Glasgow Coma Scale: analysis and limitations. British Journal of Nursing, 10 (2), 92-101.
Elliott, M. (1996). Interrater reliability of the Glasgow Coma Scale. Journal of Neuroscience Nursing, 28(4), 213-214.
Ellis, A, & Cavanagh, S. J. (1992). Aspects of neurosurgical assessment using the Glasgow Coma Scale. Intensive and Critical Care Nursing, 8 (2), 94-99.
Emeleju, J. K. C., Nkwerem, S. P. U., & Ekweogwu, O. C. (2014). Assessment of physicians’ knowledge of Glasgow coma score. Nigerian Journal of Clinical Practice. 17 (6), 729-734.
Fernandes, L. L. (2019). A importância do farmacêutico hospitalar juntamente com a equipe multidisciplinar na Unidade de Terapia Intensiva (UTI). Revista Farol. 8 (8), 5-21.
Fischer, J., & Mathieson, C. (2001). The history of the Glasgow coma scale: Implications for practice. Critical Care Nursing Quarterly, 23 (1), 52-58.
Guimarães, F. (2020). Atuação do fisioterapeuta em unidades de terapia intensiva no contexto da pandemia de COVID-19. Fisioterapia em Movimento, 33, 1-3.
Hickey, J. V. (1997). The Clinical Practice of Neurological and Neurosurgical Nursing. Livro básico.
Ingram, N. (1994). Knowledge and level of consciousness: Application to nursing practice. Journal of Advanced Nursing, 20 (5), 881-884.
Jain, S, & Iverson, L. (2021). Glasgow Coma Scale. Treasure Island (FL): StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK513298/
Jennett, B, & Teasdale, G (1997). Aspects of coma after severe head injury. Lancet, 1 (8017), 878-881.
Mattar, I., Liaw, S. Y., & Chan, M. F. (2013). A study to explore nurses’ knowledge in using the Glasgow Coma Sclae in na Acute Care Hospital. Journal of Neuroscience Nursing. 45 (5), 272-280.
Mcnarry, A. F., & Goldhill, D. R. (2004). Simple bedside assessment of level of consciousness: comparison of two simple assessment scales with the Glasgow Coma Scale. Anaesthesia, 59 (1), 34-37.
Reith, F. C., Brennan, P M., Maas, A. I, & Teasdale, G. M. (2016). Lack of Standardization in the Use of the Glasgow Coma Scale: results of International Surveys. Journal of Neurotrauma, 33 (1), 89-94.
Riechers, R. G., et al. (2005). Physician Knowledge of the Glasgow Coma Scale. Journal of Neurotrauma, 22 (1), 1327-1324.
Ross, S. E., Leipold, C. R. N., Terregino, C., & O'malley, K. F. (1998). Efficacy of the Motor Component of the Glasgow Coma Scale in Trauma Triage. The Journal of Trauma. 45 (1), 42-44.
Santos, W. C., Vancini-Campanharo, C. R., Lopes, M. C. B. T., Okuno, M. F. P., & Batista, R. E. A. (2016). Avaliação do conhecimento de enfermeiros sobre a escala de coma de Glasgow em um hospital universitário. Einstein, 14 (2), 213-218.
Shah, S. (1999). Neurological assessment. Nursing Standard, 13 (22), 49-54.
Shoqirat, N. (2006). Nursing students’ understanding of the Glasgow Coma Scale. Art & Science, 20 (30), 41-47.
Stewart, N. (1996). Neurological Observations. Professional Nurse, 11 (6), 377-378.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Dyecika Souza-Couto; Nathália Bernades da Silva; Edvaldo José Rodrigues Cardoso
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
