Student Research Committee, Nursing and Midwifery Faculty, Bushehr University of Medical Sciences, Bushehr, Iran.
Department of Midwifery, Nursing and Midwifery Faculty, Bushehr University of Medical Sciences, Bushehr, Iran.
BMC Med Educ. 2022 Feb 19;22(1):112. doi: 10.1186/s12909-022-03144-w.
Selecting an appropriate teaching methodology is one of the key stages in education. This study is an attempt to delve into the effect of FC through NPE on patient safety knowledge retention in nursing and midwifery students.
A randomized controlled trial, using the Solomon design, was conducted in 2019 on 82 nursing and midwifery students enrolled from Bushehr nursing and midwifery school. The Subjects were then allocated to four groups via block randomization. The Subjects in both intervention groups studied the educational content online for 2 weeks and subsequently attended the FC through NPE. Both control groups merely received education based on conventional method. The post-test was once administered to the four study groups immediately after completing the program and once again 2 months after it.
The posttest mean scores of knowledge retention in both intervention groups remained the same (P = 0.1), while they were higher in the control groups (P < 0.05). The changes in the mean scores of the post-test in the intervention and follow-up groups did not demonstrate a statistically significant difference between the four study groups (P = 0.130, F = 1.941).
The use of the FC through NPE increased the knowledge mean scores; however, it failed to affect knowledge retention. Given the infancy of this pedagogical approach, further studies are needed to investigate its effects on various learning outcomes.
选择合适的教学方法是教育的关键阶段之一。本研究试图深入探讨通过非面对面教育的现场护理对护理和助产学学生的患者安全知识保留的影响。
2019 年，在布什尔护理和助产学校，对 82 名护理和助产专业学生进行了一项随机对照试验，采用所罗门设计。然后通过区组随机化将受试者分为四组。两个干预组的受试者在线学习教育内容 2 周，然后参加现场护理的非面对面教育。两个对照组仅接受传统方法的教育。在完成课程后，立即对四个研究组进行一次后测，然后在 2 个月后再次进行后测。
两个干预组的知识保留后测平均分数保持不变（P=0.1），而对照组的分数更高（P<0.05）。干预组和随访组后测平均分数的变化在四个研究组之间没有统计学差异（P=0.130，F=1.941）。
通过非面对面教育的现场护理增加了知识平均分数，但未能影响知识保留。鉴于这种教学方法还处于起步阶段，需要进一步研究来调查它对各种学习成果的影响。
