Rafie Papkiadeh Soghra, Taheri-Ezbarami Zahra, Mirzaie Taklimi Mahshid, Kazemnejad Leili Ehsan, Razaghpoor Ali
Medical Education Research Center, Guilan University of Medical Sciences, Rasht, Iran.
Medical Education Research Center and Shahid Beheshti School of Nursing & Midwifery, Guilan University of Medical Sciences, Rasht, Iran.
Heliyon. 2024 Jul 15;10(14):e34521. doi: 10.1016/j.heliyon.2024.e34521. eCollection 2024 Jul 30.
In the pediatric care field, ensuring safe and effective blood transfusions, promptly identifying adverse reactions, and implementing appropriate interventions are crucial. Therefore, undergraduate nursing curricula need to be structured to meet these professional standards and prepare nursing students, as future team members, to respond to relevant clinical situations. The objective of this study was to investigate how problem- and task-based learning affects knowledge and clinical decision-making of undergraduate nursing students concerning the use of transfusion medicine in pediatric nursing.
This quasi-experimental study involved 82 nursing students recruited from two nursing schools in Iran using convenience sampling. Participants received educational content through either problem- (n = 40) or task-based learning (n = 42) methods. A researcher-made tool, comprising three parts and proven to be valid and reliable, was utilized for data collection. The tool was administered both before and immediately after the intervention. Data were analyzed using Wilcoxon rank-sum, Mann-Whitney U, Spearman's correlation and multivariate analysis of covariance tests via SPSS v16.0. A p-value of <0.05 was considered significant for all tests.
The median post-test knowledge and clinical decision-making scores within problem- and task-based learning groups were 62.68 vs. 74.65 and 53.33 vs. 76.67, respectively. Significant differences were observed between the mean pre- and post-test scores of both variables within both intervention groups (p < 0.05). Multivariate analysis of covariance revealed that task-based learning resulted in significant differences between the two groups in terms of knowledge (F = 87.9 %, p = 0.002, Eta2 = 0.114) and clinical decision-making (F = 99.9 %, p < 0.001, Eta2 = 0.271).
Given the greater effectiveness of task-based learning, nursing schools are advised to utilize this method in undergraduate nursing curricula to ensure the adequacy of the clinical skills acquired by nursing students prior to graduation.
在儿科护理领域，确保安全有效的输血、及时识别不良反应并实施适当干预至关重要。因此，本科护理课程需要进行结构化设计，以满足这些专业标准，并使作为未来团队成员的护理专业学生能够应对相关临床情况。本研究的目的是调查基于问题和任务的学习如何影响本科护理专业学生在儿科护理中使用输血医学方面的知识和临床决策。
这项准实验研究通过便利抽样从伊朗的两所护理学校招募了82名护理专业学生。参与者通过基于问题的学习（n = 40）或基于任务的学习（n = 42）方法接受教育内容。使用一个由三部分组成且经证实有效可靠的研究人员自制工具进行数据收集。该工具在干预前和干预后立即进行施测。通过SPSS v16.0使用Wilcoxon秩和检验、Mann-Whitney U检验、Spearman相关性检验和多变量协方差分析对数据进行分析。所有检验的p值<0.05被认为具有统计学意义。
基于问题的学习组和基于任务的学习组的测试后知识和临床决策得分中位数分别为62.68对74.65以及53.33对76.67。两个干预组中这两个变量的测试前和测试后平均得分之间均观察到显著差异（p < 0.05）。多变量协方差分析显示，基于任务的学习在知识方面（F = 87.9%，p = 0.002，Eta2 = 0.114）和临床决策方面（F = 99.9%，p < 0.001，Eta2 = 0.271）导致两组之间存在显著差异。
鉴于基于任务的学习具有更高的有效性，建议护理学校在本科护理课程中采用这种方法，以确保护理专业学生在毕业前获得足够的临床技能。
