Eghbalibabadi Maryam, Ashouri Elaheh
Student of Hypertension Research Center, Isfahan Cardiovascular Research Institute, Department of Intensive Nursing School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
MSc and PhD Student of Nursing, Department of Adult Health Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences,Isfahan, Iran.
Iran J Nurs Midwifery Res. 2014 Jul;19(4):381-4.
New teaching methods are essential in the promotion of competence in nursing students. Measuring blood pressure, which is one of the most essential skills, is the foundation of nursing care and clinical decision-making, and students should be trained to master this skill. This study aimed to determine the impact of two teaching methods on students' performance in blood pressure measurements.
In this semi-experimental study, 36 first-term nursing students from Isfahan University of Medical Sciences, Iran, were divided into six groups of six people each. The type of training for each group was determined by random draw. Blood pressure measurement training was given to three groups on a simulator and to the other three groups on human samples. Pre- and post-test evaluation of knowledge of the methods of measuring blood pressure was conducted using a researcher-made checklist and by observation of the students' actions. The knowledge and skill scores were compared using paired and independent t-tests.
The mean performance scores of students in simulator (19.14 ± 1.60) and human (19.64 ± 1.08) groups were not significantly different. In both methods, there was no significant difference between systolic and diastolic blood pressures measured by students and by teachers (standard). Mean knowledge scores of both groups increased significantly after training compared to before training.
According to the results of the study, the two training methods (on human subjects and simulator) provide the students with the necessary ability to measure the systolic and diastolic blood pressures correctly. Therefore, to enrich the educational program of nursing students, using simulators is recommended as an effective teaching strategy to facilitate learning and for the development of students' knowledge.
新的教学方法对于提升护理专业学生的能力至关重要。测量血压是最重要的技能之一，是护理和临床决策的基础，学生应接受培训以掌握此技能。本研究旨在确定两种教学方法对学生血压测量表现的影响。
在这项半实验研究中，来自伊朗伊斯法罕医科大学的36名一年级护理专业学生被分成六组，每组六人。每组的培训类型通过随机抽签确定。三组在模拟器上接受血压测量培训，另外三组在人体样本上接受培训。使用研究者编制的检查表并通过观察学生的操作对血压测量方法的知识进行课前和课后评估。使用配对t检验和独立t检验比较知识和技能得分。
模拟器组（19.14±1.60）和人体组（19.64±1.08）学生的平均表现得分无显著差异。在两种方法中，学生测量的收缩压和舒张压与教师（标准）测量的结果之间均无显著差异。与培训前相比，两组的平均知识得分在培训后均显著提高。
根据研究结果，两种培训方法（人体对象和模拟器）都能让学生具备正确测量收缩压和舒张压的必要能力。因此，为丰富护理专业学生的教育课程，建议使用模拟器作为一种有效的教学策略，以促进学习和学生知识的发展。
