Parvaneh Asgari; Parvaneh Asgari; Mokhtar Mahmoudi; Fatemeh Bahramnezhad; Fatemeh Bahramnezhad; Fatemeh Rafiei; Mohammad Khajeh-Goodari
Volume 13, Issue 2 , June 2016, , Pages 133-141
Abstract
Background & Objective: Regarding the importance of nursing education promotion there is a need to use methods that have the ability to create knowledge and skills in students This study aimed to assess the effect of education (inquiry bedside education and routine approach to clinical education) ...
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Background & Objective: Regarding the importance of nursing education promotion there is a need to use methods that have the ability to create knowledge and skills in students This study aimed to assess the effect of education (inquiry bedside education and routine approach to clinical education) on critical care nursing students clinical learning Methods: This quasiexperimental study performed in the intensive care unit (ICU) of Valiasr hospital in Arak Iran during Octobers to March 2014 The subjects were 60 nursing students who were selected via census method and randomly were divided into three groups of 20 subjects After the administration of pretest students in the control group were educated using common method; in one of the experimental groups the inquirybased method and the other group bedside method were used for education for 10 days Then the three groups completed the questionnaires at the end of education again (posttest) Finally data were analyzed using ANOVA pairedt and independentt tests Results: The mean total score of the clinical skills and cognitive domain was significantly difference among the three groups after the intervention (F = 13675 degree of freedom = 2 P = 00001) After testing the homogeneity hypothesis of variances and using GamesHowell posthoc tests the total scores of training in bedside and inquirybased education were significantly more than the routine training after the intervention (P < 00001 and P = 00001 respectively) Conclusion: It seems that two methods inquirybased and bedside education enhanced clinical skills of students Therefore it is recommended to use these two methods of clinical educating to enhance students clinical learning
Hossein Habibzadeh; Nasrin Khajeali; Hamid Reza Khalkhali; Yosof Mohammadpour
Volume 11, Issue 4 , February 2015, , Pages 500-507
Abstract
Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application One of the ways to increase selfefficacy is using experience and results of clinical research The aim of the present study was to evaluate the impact of evidencebased education on nursing ...
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Background & Objective: Clinical efficacy plays an important role in clinical knowledge and skill application One of the ways to increase selfefficacy is using experience and results of clinical research The aim of the present study was to evaluate the impact of evidencebased education on nursing students selfefficacy Methods: This experimental study was conducted on 48 nursing students in their 3rd semester in Urmia University of Medical Sciences Iran The study subjects were selected using convenience sampling and randomly divided into 2 groups of intervention and control (n = 24) Considering the students training in the orthopedic ward the intervention group participants were divided into 8 groups Students in the intervention group were trained in evidencebased education in 2 sessions each lasting 2 hours Selfefficacy was evaluated before and after training in the control and intervention groups using the generalized selfefficacy (GSE) scale Data were analyzed using SPSS software and chisquare ttest MannWhitney test and Wilcoxon test Data were analyzed using confidence interval of 95 ± 2% Results: Of the students 333% were female and 667% male MannWhitney test showed the selfefficacy of the intervention group students to be significantly higher than control group students (P < 0001) No significant differences were observed in the control group Conclusion: Evidencebased education causes greater improvement in selfefficacy in comparison to conventional methods Therefore the use of this method is recommended in clinical education