PhD, RN, Professor, Department of Nursing, National Taichung University of Science and Technology, Taichung, Taiwan.
PhD, RN, Assistant Professor, Department of Nursing, College of Nursing, Hungkuang University, Taichung, Taiwan.
J Nurs Res. 2024 Apr 1;32(2):e320. doi: 10.1097/jnr.0000000000000603.
Conducting health assessments and physical examinations are essential skills for independent practice. Exploring how to teach these skills effectively is essential.
This study was designed to validate the effectiveness of a self-directed learning program in improving nursing student outcomes in terms of their learning health assessment and physical examination skills.
A quasi-experimental design was used, and second-year nursing students enrolled in a health assessment and physical examination course at a university of science and technology in central Taiwan were recruited using purposive sampling. Both the control and experimental groups were taught using a traditional teaching method. The experimental group additionally participated in a self-directed learning program. Structured questionnaires, including the Chinese version of the Self-Directed Learning Readiness Scale, Scales of Motivation and Learning Strategies, Interpersonal Skills Assessment Tool, the Course Satisfaction Evaluation Scale, and the Perception of Health Assessment and Physical Examination Competence Scale, were used to collect data at three time points.
After controlling for the effects of pretest scores, after the intervention, the experimental group achieved significantly higher scores than the control group for self-directed learning (creative learning and love of learning), learning motivation (goal orientation, work value, expected success, and test anxiety), and cognitive strategies (total score, elaboration strategy, recitation strategy, and monitoring strategy). In addition, the health assessment exercise improved interpersonal and communication skills, and learning satisfaction was significantly higher in the experimental group than the control group.
CONCLUSIONS/IMPLICATIONS FOR PRACTICE: A physical examination and health assessment course designed using the self-directed learning framework can effectively improve student competence in related skills to enhance their ability to assess patient health problems in clinical settings. This study presents an alternative approach to teaching health assessment and physical examination courses and validates the positive effect of this approach on student learning outcomes.
进行健康评估和体格检查是独立实践的基本技能。探索如何有效地教授这些技能至关重要。
本研究旨在验证自我指导学习计划在提高护理学生学习健康评估和体格检查技能方面的效果。
采用准实验设计，以台湾中部某科技大学的护理学生为研究对象，通过目的抽样法招募正在修读健康评估和体格检查课程的二年级学生。控制组和实验组均采用传统教学法进行教学。实验组还参加了自我指导学习计划。采用结构化问卷收集数据，包括中文版自我指导学习准备量表、动机和学习策略量表、人际技能评估工具、课程满意度评估量表和健康评估和体格检查能力感知量表。在三个时间点进行数据收集。
在控制前测分数的影响后，干预后实验组在自我指导学习（创造性学习和热爱学习）、学习动机（目标定向、工作价值、预期成功和考试焦虑）和认知策略（总分、详细策略、复述策略和监控策略）方面的得分显著高于对照组。此外，健康评估练习提高了人际沟通技能，实验组的学习满意度明显高于对照组。
结论/对实践的启示：使用自我指导学习框架设计的体格检查和健康评估课程可以有效地提高学生相关技能的能力，增强他们在临床环境中评估患者健康问题的能力。本研究提供了一种替代教学健康评估和体格检查课程的方法，并验证了这种方法对学生学习成果的积极影响。
