Educator, Medical Education Research Center, Health Management and Safety Promotion Research Institute, Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
Professor, Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
BMC Med Educ. 2022 Feb 19;22(1):107. doi: 10.1186/s12909-022-03168-2.
Innovative and student-centered teaching methods are required to improve critical thinking and clinical reasoning skills. The objective of this study was to determine the impact of an oncology internship training on learning outcomes of nursing students using an integrated teaching-learning method.
A pre- and post-test quasi-experimental study was conducted among 107 undergraduate nursing students in fourth year who were allocated to two groups (intervention group = 51 and control group = 55) to receive an integrated teaching-learning method and routine method respectively. Data was collected using the Clinical Decision Making in Nursing Scale (CDMNS) and the students' cognitive learning test.
Difference in mean scores of cognitive learning test post-intervention was significant between the two groups (p < 0.001). Total CDMNS scores and its dimensions increased significantly for the intervention group post-intervention (p < 0.001). Analysis of covariance (ANCOVA) showed that when the effect of confounding variables, such as the student's Grade Point Average (GPA) and the pre-test scores of cognitive learning and decision-making scale were held constant, the effect of the independent variable (group) on students' cognitive learning test (p = 0.002) and CDMNS (p = 0.004) was significant.
Nursing students' cognitive learning and clinical decision-making scores were improved as a result of the integrated teaching-learning method. Nursing educators can use this method in clinical education to improve students' cognitive and meta-cognitive skills, thereby improving nursing care quality.
为了提高批判性思维和临床推理技能，需要创新和以学生为中心的教学方法。本研究的目的是确定使用综合教学-学习方法对护理学生进行肿瘤学实习培训对学习成果的影响。
在四年级的 107 名本科护理学生中进行了一项预-后测试的准实验研究，将他们分为两组（干预组=51 人，对照组=55 人），分别接受综合教学-学习方法和常规方法。使用护理临床决策量表（CDMNS）和学生认知学习测试收集数据。
干预后两组学生认知学习测试的平均得分差异有统计学意义（p<0.001）。干预后，CDMNS 的总分及其各维度均显著增加（p<0.001）。协方差分析（ANCOVA）显示，当控制混杂变量（如学生的平均绩点（GPA）以及认知学习和决策量表的预测试得分）的影响时，独立变量（组）对学生认知学习测试（p=0.002）和 CDMNS（p=0.004）的影响具有统计学意义。
综合教学-学习方法提高了护理学生的认知学习和临床决策评分。护理教育者可以在临床教育中使用这种方法来提高学生的认知和元认知技能，从而提高护理质量。
