Moghadam Mahboobeh Hosseini, Tehranineshat Banafsheh, Rostami Khatereh, Momennasab Marzieh
Department of Nursing, School of Nursing and Midwifery Shiraz University of Medical Sciences Shiraz Iran.
Department of Nursing, Faculty of Nursing and Midwifery Hormozgan University of Medical Sciences Bandar Abbas Iran.
Health Sci Rep. 2024 Nov 6;7(11):e70179. doi: 10.1002/hsr2.70179. eCollection 2024 Nov.
Applying the clinical scenario teaching method using approaches such as group discussion facilitates the possibility of learning and developing creativity in a real clinical learning environment. However, few studies have been done in this field. The present study aimed to evaluate the effect of scenario-based group discussion training on the creativity level of nursing students.
This study was a randomized controlled educational trial from January to October 2019 conducted on nursing students at Shiraz University of Medical Sciences. Nursing students were randomly assigned into intervention and control groups (22 per each group). The students in the intervention group participated in a training program consisting of three 60-min sessions per week for two consecutive weeks. In each session, 2-3 scenarios were presented, and the students discussed about it. Each student was asked to submit a practical activity in a written story. In the control group, the training was conducted in the usual way (Students' presentation and discussion of presented content without scenario presentation). Data were collected using a validated creativity questionnaire. Data were analyzed in SPSS software, version 22, using Chi-square and -test and the significance level was considered < 0.05.
The results showed that immediately after the intervention, a difference was observed between the groups concerning the mean score of fluency ( = 0.02) and originality ( = 0.03), but there was not a significant difference between the groups concerning the overall score of creativity ( = 0.09).
It can be concluded that scenario-based group discussion training is effective for improving the dimensions of the fluency and originality creativity of nursing students. It seems that scenario-based education is an appropriate radical method for traditional education methods. IRCT Registration Number: IRCT20140503017546N13; Registration Date: 09.05.2018.
采用小组讨论等方法应用临床情景教学法有助于在真实的临床学习环境中培养学习能力和创造力。然而，该领域的研究较少。本研究旨在评估基于情景的小组讨论培训对护生创造力水平的影响。
本研究是一项于2019年1月至10月对设拉子医科大学护理专业学生进行的随机对照教育试验。护理专业学生被随机分为干预组和对照组（每组22人）。干预组学生参加了一个培训项目，该项目连续两周每周进行三次，每次60分钟。在每次课程中，展示2 - 3个情景，学生们进行讨论。要求每个学生在书面故事中提交一项实践活动。对照组则采用常规方式进行培训（学生对所呈现的内容进行展示和讨论，不展示情景）。使用经过验证的创造力问卷收集数据。在SPSS 22软件中使用卡方检验和t检验进行数据分析，显著性水平设定为<0.05。
结果显示，干预后立即观察到两组在流畅性平均得分（=0.02）和原创性平均得分（=0.03）方面存在差异，但在创造力总分方面两组之间没有显著差异（=0.09）。
可以得出结论，基于情景的小组讨论培训对于提高护生流畅性和原创性创造力维度是有效的。基于情景的教育似乎是传统教育方法的一种合适的激进方法。伊朗临床试验注册编号：IRCT20140503017546N13；注册日期：2018年5月9日。
