Tsai Fu-Ju, Hu Yih-Jin, Chen Cheng-Yu, Yeh Gwo-Liang, Tseng Chie-Chien, Chen Si-Chi
Department of Health Promotion and Health Education, National Taiwan Normal University, Taiwan R.O.C.
MSN, Department of Nursing, Emory University, GA.
Medicine (Baltimore). 2019 Jul;98(27):e16330. doi: 10.1097/MD.0000000000016330.
Nursing educators have the responsibility to equip nursing students with knowledge about the meaning of life, positive beliefs, and well-being in order to enhance their physical, psychological, spiritual, and social health education and promotion. The purpose of this study was to explore nursing students' simulated directed-learning in a life-education intervention on the meaning of life, positive beliefs, and well-being in regard to immediate and delayed effects in improving physical, psychological, spiritual, and social health education and promotion.The method of this study was constituted a quasi-experimental design with experimental and control groups for pre-test, post-test, and post-post-test. Purposive sampling and non-random distribution were used in the study. Assigned to the experimental group, 54 participants were third-year nursing students enrolled in a health education course with simulated directed-learning in a life-education intervention. Assigned to the control group, 56 participants were third-year nursing students enrolled in a caring care course without simulated directed-learning in a life-education intervention. A 56-item questionnaire was utilized, and the content validity index (CVI) was 0.95, as determined by seven expert scholars. The reliability of the questionnaire (n = 45) on Cronbach's α were: meaning of life 0.96, positive beliefs 0.95, and well-being 0.96. The statistical package SPSS 23.0 was used to analyze all of the data in the study. Frequencies, percentages, pre-test mean and SD, post-test mean and SD, post-post-test mean and SD, chi-squared test, t test, and generalized estimating equation (GEE) were employed for data analysis.Nursing students in the experimental group compared with the control group exhibited significant differences in meaning of life on the pre-post-test (β = 16.40, P < .001) and pre-post post-test (β = 25.94, P < .001), positive beliefs on the pre-post-test (β = 5.64, P < .01) and pre-post post-test (β = 9.21, P < .001), and well-being on the pre-post-test (β = 14.33, P < .001) and pre-post post-test (β = 23.68, P < .001).Nursing students in the experimental group showed a significant improvement in the simulated directed-learning with a life-education intervention on meaning of life, positive beliefs, and well-being in the immediate and delayed effects that enhanced their physical, psychological, spiritual, and social health education and promotion.
护理教育工作者有责任让护生掌握有关生命意义、积极信念和幸福安康的知识，以加强他们的身体、心理、精神和社会健康教育及促进工作。本研究的目的是探讨护生在一项关于生命意义、积极信念和幸福安康的生命教育干预中的模拟定向学习，以了解其对改善身体、心理、精神和社会健康教育及促进工作的即时和延迟效果。本研究方法采用准实验设计，设有实验组和对照组，进行前测、后测和后后测。研究采用目的抽样和非随机分配。54名参与者被分配到实验组，他们是参加健康教育课程的三年级护生，参与了一项生命教育干预中的模拟定向学习。56名参与者被分配到对照组，他们是参加关爱护理课程的三年级护生，未参与生命教育干预中的模拟定向学习。使用了一份包含56个条目的问卷，经7位专家学者评定，内容效度指数（CVI）为0.95。该问卷（n = 45）在Cronbach's α系数下的信度分别为：生命意义0.96、积极信念0.95、幸福安康0.96。本研究使用统计软件包SPSS 23.0对所有数据进行分析。数据分析采用频数、百分比、前测均值和标准差、后测均值和标准差、后后测均值和标准差、卡方检验、t检验以及广义估计方程（GEE）。实验组的护生与对照组相比，在生命意义的前测与后测（β = 16.40，P <.001）以及前测与后后测（β = 25.94，P <.001）、积极信念的前测与后测（β = 5.64，P <.01）以及前测与后后测（β = 9.21，P <.001）、幸福安康的前测与后测（β = 14.33，P <.001）以及前测与后后测（β = 23.68，P <.001）方面均表现出显著差异。实验组的护生在关于生命意义、积极信念和幸福安康的生命教育干预模拟定向学习中，在即时和延迟效果方面均有显著改善，增强了他们的身体、心理、精神和社会健康教育及促进工作。
