Falakdami Atefeh, Taheri-Ezbarami Zahra, Maroufizadeh Saman, Razaghpoor Ali, Khordadi-Astaneh Hamid, Jafaraghaee Fateme
Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran.
Department of Pediatric Nursing, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran.
Nurse Educ Pract. 2024 Nov;81:104154. doi: 10.1016/j.nepr.2024.104154. Epub 2024 Oct 18.
To evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods-a mobile application and task-based learning-on nursing students' knowledge and clinical decision-making skill.
To advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development.
A quasi-experimental study using a pretest-intervention-posttest design with a control group.
This study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups-mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p<0.05.
Following the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p<0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p>0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p<0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p>0.05).
Both teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.
评估并比较通过两种不同教学方法——移动应用程序和基于任务的学习——提供的输血医学培训课程对护理专业学生知识和临床决策技能的影响。
为推进护理教育和临床能力，整合创新方法（如移动应用程序和基于任务的学习）至关重要，这些方法能促进主动学习和基于能力的学习。评估这些方法可为教育工作者提供见解，以增强护理专业学生的知识和临床决策技能，最终改善患者护理并支持专业发展。
采用准实验研究，运用前测-干预-后测设计并设置对照组。
本研究纳入了82名来自第六至第八学期的护理专业学生，通过便利抽样选取并随机分为三组——移动应用程序组（n = 30）、基于任务的学习组（n = 30）和对照组（n = 30）。第一组通过移动应用程序接收教育内容，第二组通过基于任务的学习接收教育内容，对照组不接受干预。使用一份由研究人员编制的有效且可靠的三部分工具收集数据，包括人口统计学/教育清单以及关于知识和临床决策技能的问卷，在干预前和干预后两周进行发放。使用配对t检验、协方差分析和Bonferroni事后检验进行分析，显著性水平设定为p < 0.05。
干预后，两个干预组的知识和临床决策技能得分均显著提高（p < 0.05）。虽然两组的知识得分均高于对照组，但差异不显著（p > 0.05）。相比之下，两个干预组的临床决策得分均显著高于对照组（p < 0.05）。在测试后的平均知识和临床决策技能得分方面，干预组之间未观察到显著差异（p > 0.05）。
两种教学方法均有效提高了护理专业学生在输血医学方面的知识和临床决策技能。为有效利用这些研究结果，教育当局应将移动应用程序和基于任务的学习纳入护理课程，在各种环境中测试这些方法以评估其影响，并利用研究结果根据当前教育需求更新课程。
