Diversified Clinical Services, Heywood Hospital Center for Wound and Hyperbaric Medicine, Gardner, Massachusetts, USA.
J Wound Ostomy Continence Nurs. 2011 Mar-Apr;38(2):160-4. doi: 10.1097/WON.0b013e31820ad2a1.
The purpose of this study is to evaluate a 2-hour lecture and laboratory class on wound care by a nurse wound specialist.
A quantitative, quasi-experimental nonrandomized design was used to measure undergraduate nursing student's knowledge of wound care, prevention, and documentation.
Sixty-five undergraduate nursing students in their second year of a 4-year public college participated in the study. Results were compared to 55 undergraduate first year nursing students in a 2-year community college program. Both the intervention and comparison groups received basic instruction on wound care and read a chapter on wound care in a required textbook prior to participating in this study.
A pre- and postintervention questionnaire consisting of 10 multiple choice and true/false questions was used to measure wound care knowledge.
A comparison cohort study was conducted among 2 groups of nursing students to determine whether students receiving a 2-hour lecture and laboratory class on wound care by a nurse wound specialist retained more knowledge about wound care 2 months following the educational intervention. The intervention was 3-hour lecture and laboratory-based experience delivered by a wound care specialist. The control group completed the questionnaire at the end of the semester and answered questions based on their readings and basic lecture from their nursing program instructors.
Intervention group participants had significantly higher scores on 7 of 10 questions as compared to the control group of student nurses.
A 2-hour lecture or laboratory intervention improved the nursing student's knowledge of basic evidenced wound care; this improvement persisted for a prolonged period of time (2 months).
本研究旨在评估由护士伤口专家进行的 2 小时讲座和实验室课程在伤口护理方面的效果。
采用定量、准实验非随机设计，测量本科护理学生对伤口护理、预防和记录的知识。
65 名本科二年级护理学生参加了研究，他们在一所公立学院学习 4 年制课程。结果与 55 名参加为期 2 年社区学院课程的本科一年级护理学生进行了比较。干预组和对照组均接受了伤口护理的基本指导，并在参与本研究前阅读了一本教科书上的伤口护理章节。
使用包含 10 个多项选择和真假问题的预干预和后干预问卷来衡量伤口护理知识。
对两组护理学生进行了比较队列研究，以确定接受由护士伤口专家进行的 2 小时伤口护理讲座和实验室课程的学生在教育干预后 2 个月是否保留了更多的伤口护理知识。干预措施是由伤口护理专家提供的 3 小时讲座和实验室体验。对照组在学期末完成问卷，并根据他们的阅读和护理课程教师的基本讲座回答问题。
干预组学生在 10 个问题中的 7 个问题上的得分明显高于对照组学生。
2 小时的讲座或实验室干预提高了护理学生对基本证据伤口护理的知识；这种改善持续了很长一段时间（2 个月）。
