Alirezaei Somayeh, Sadeghnezhad Maliheh, Ramezani Monir
Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.
Lewisham and Greenwich NHS Trust, University Hospital Lewisham, London, United Kingdom.
J Adv Med Educ Prof. 2024 Oct 1;12(4):243-250. doi: 10.30476/jamp.2024.101869.1947. eCollection 2024 Oct.
Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to improve the students' abilities for clinical decision-making and quality and safe care. Thus, this study was designed to evaluate the effect of scenario-based learning on the knowledge, attitude, and perception of nursing students about patient safety.
This quasi-experimental study was conducted between September 2023 and January 2024. The study sample comprised 78 nursing and midwifery students from the fourth and fifth semesters of their bachelor's degrees, each of whom was systematically reviewed. The participants were allocated to the intervention (n=43) and control groups (n=35) randomly, using simple randomization. The educational content was presented via scenario-based learning for participants in the intervention group, while it was presented through lecture and discussion in the control group. The questionnaire was standardized and structured, and its validity and reliability were assessed. Data gathering was performed one month after the intervention using a knowledge, attitude, and practice questionnaire. Data were analyzed in SPSS software version 16 using descriptive statistical methods and inferential tests, including the chi-square test, independent T-test, paired T-test, and ANCOVA.
The study findings indicated that there were no significant differences in attitude (P=0.152) and perception (P0.264=) scores between the intervention and control groups before the intervention. However, after the intervention, a significant difference was observed (p<0.001). [Knowledge 14.97±3.70 vs. 19.37±3.31), attitude (31.74±5.38 vs. 34.62±9.59), perception (7.51 ± 35.60± vs.38.95±8.21)].
Scenario-based learning can be a more effective way to teach nursing and midwifery students about patient safety. Thus, researchers recommend that this educational method should be used by nursing and midwifery instructors to improve the students' ability to provide safer care for patients.
患者安全是医疗系统中最重要的优先事项。医科大学一直试图找到创新且更有效的教育方法，以提高学生的临床决策能力以及提供高质量和安全护理的能力。因此，本研究旨在评估基于情景的学习对护理专业学生在患者安全方面的知识、态度和认知的影响。
本准实验研究于2023年9月至2024年1月进行。研究样本包括78名护理学和助产学专业本科四年级和五年级的学生，对每位学生进行了系统评估。采用简单随机化方法将参与者随机分配到干预组（n = 43）和对照组（n = 35）。干预组的参与者通过基于情景的学习呈现教育内容，而对照组则通过讲座和讨论呈现。问卷是标准化且结构化的，并对其效度和信度进行了评估。干预一个月后，使用知识、态度和实践问卷进行数据收集。在SPSS 16软件中使用描述性统计方法和推断性检验（包括卡方检验、独立样本t检验、配对样本t检验和协方差分析）对数据进行分析。
研究结果表明，干预前干预组和对照组在态度（P = 0.152）和认知（P = 0.264）得分上没有显著差异。然而，干预后观察到显著差异（p < 0.001）。[知识（14.97±3.70对19.37±3.31），态度（31.74±5.38对34.62±9.59），认知（7.51±35.60对38.95±8.21）]。
基于情景的学习可能是向护理学和助产学专业学生传授患者安全知识的更有效方法。因此，研究人员建议护理和助产教师应采用这种教育方法来提高学生为患者提供更安全护理的能力。
