Whisenant Debra P, Woodring Barbara
Samford University, USA.
Int J Nurs Educ Scholarsh. 2012 Sep 13;9:22. doi: 10.1515/1548-923X.2404.
This study explored how an educational intervention related to organ donation affected the knowledge and attitude of a randomized two group sample of baccalaureate nursing students. A convenience sample of 101 subjects in the experimental group and 83 subjects in the control group were asked to complete a pretest. One week later the experimental group attended a one hour education intervention. Two weeks after intervention the pretest questionnaire was administered as a post test to the experimental and control groups. The introduction of specific education strategies improved the attitudes and knowledge base of the experimental group. SPSS results indicated a 40% increase in knowledge and an 8.5% increase in attitudes in the experimental group. Post-intervention knowledge was the sole significant predictor of post-intervention attitude scores. Results support nurse educator's use of a short term educational intervention as a means to improve knowledge and attitudes towards donation among nursing students.
本研究探讨了与器官捐赠相关的教育干预如何影响本科护理专业学生随机抽取的两组样本的知识和态度。要求实验组的101名受试者和对照组的83名受试者组成的便利样本完成一项预测试。一周后，实验组参加了一小时的教育干预。干预两周后，将预测试问卷作为后测试分别施测于实验组和对照组。引入特定的教育策略改善了实验组的态度和知识基础。SPSS结果表明，实验组的知识增长了40%，态度增长了8.5%。干预后的知识是干预后态度得分的唯一显著预测因素。结果支持护士教育工作者采用短期教育干预作为提高护生对捐赠的知识和态度的一种手段。
