Murad Amal, Mater Eman
Maternity and Childhood Nursing Department, Nursing College, Taibah University, Medina, Saudi Arabia.
Pediatric Nursing Department, Nursing College, Cairo University, Cairo, Egypt.
Nurs Res Pract. 2025 May 14;2025:6613710. doi: 10.1155/nrp/6613710. eCollection 2025.
Competence-Based Didactic Approach (CBDA) supported students in developing their ability to integrate knowledge, skills, and attitudes. The study aimed to evaluate the effectiveness of CBDA in pediatric nursing education by establishing a CBD Model (CBDM) and examining the nursing students' scores and grades. The exploratory sequential mixed methods research design was used to explore the CBDM and its effect on the students' performance through their scores. Six hundred eighteen undergraduate nursing students were involved in the study. Purpose sampling was adopted to identify the CBDA impact on the nursing students score and grades. CBDM was established in parent and child nursing course to emphasize the application of didactic principles with nursing competencies. Study findings proved the highly nursing performance of CBDA among undergraduate nursing students' scores and grade. The comparison of students' scores between traditional and CBDA groups (two and three semester system) revealed highly statistically significant improvement ( < 0.001) which justified the research hypotheses of CBDA implementation. The total average of student scores increased from 84.54 ± 3.21 in the traditional group to 88.29 ± 1.59 in the CBDA groups. In addition to the improvement of communication skills which increased from 3.83 ± 0.36 in traditional groups to 5.88 ± 0.22 in CBDA groups. CBDA improved students' performance by emphasizing their active participation in the learning processes through the application of didactic principles in the nursing education with clear plans that clarified teaching strategies and assessment methods. CBDM is more applicable in nursing courses and improve learning outcomes and curriculum design.
基于能力的教学方法（CBDA）有助于学生培养整合知识、技能和态度的能力。本研究旨在通过建立一个CBD模型（CBDM）并考察护生的分数和成绩，评估CBDA在儿科护理教育中的有效性。采用探索性序列混合方法研究设计，通过学生的分数来探索CBDM及其对学生表现的影响。618名本科护生参与了本研究。采用目的抽样法来确定CBDA对护生分数和成绩的影响。在亲子护理课程中建立CBDM，以强调教学原则与护理能力的应用。研究结果证明，在本科护生的分数和成绩方面，CBDA具有很高的护理表现。传统组和CBDA组（两学期制和三学期制）学生分数的比较显示出具有高度统计学意义的改善（<0.001），这证明了实施CBDA的研究假设。学生分数的总平均分从传统组的84.54±3.21提高到CBDA组的88.29±1.59。此外，沟通技能也有所提高，从传统组的3.83±0.36提高到CBDA组的5.88±0.22。CBDA通过强调学生在学习过程中的积极参与来提高他们的表现，即在护理教育中应用教学原则，并制定明确的计划来阐明教学策略和评估方法。CBDM在护理课程中更适用，可提高学习成果和课程设计。
