Hameed Ayat Hussein, Shawq Adraa Hussein
Department of Pediatric Nursing, College of Nursing, University of Baghdad, Baghdad, Iraq.
J Educ Health Promot. 2025 Apr 30;14:143. doi: 10.4103/jehp.jehp_884_24. eCollection 2025.
Training nursing students on different pediatric nursing procedures by interactive learning methods prior to their dealing with children can ensure providing them with an adequate knowledge base and skills. There is a gap between theory and clinical practice. One of the methods proposed to block the gap between training and clinical practice is to transform traditional education systems into new method-based learning. The study aims to determine the effectiveness of simulation, blended, and self-directed learning methods on nursing students' skills in some pediatric nursing procedures.
A quasi experimental, pretest and posttest design used, with participant of 150 nursing students, divided into three groups equally. Students' skills were measured before and after applying the learning methods by checklist observation scales. Data analysis achieved by SPSS program.
Students' skills regarding nasogastric tube insertion, urinary catheterization, and intramuscular injection revealed highly significant differences between the study groups associated with "Greenhouse-Geisser" correction at values = 0.001, 0.001, and 0.001; and large size effect by Partial Eta Squared (0.887, 0.902, and 0.582), respectively, of simulation strategy, and at values = 0.001, 0.001, and 0.001; and large size effect by Partial Eta Squared (0.813, 0.936, and 0.883), respectively, of blended strategy, and at values = 0.001, 0.001, and 0.001; and large size effect by Partial Eta Squared (0.871, 0.739, and 0.667), respectively, of self-directed strategy. It is evident of descriptive data the noticeable increasing of mean score on students' skills during post-test 1 and 2 that indicate the effectiveness of learning strategies. The level of students' satisfaction was high level in post 1 (80.1) and post 2 (95.3).
Based on the findings, the used learning methods: simulation, blended, and self-directed were effective in improving of nursing students' skills regarding pediatric procedures. We recommend to use these educational strategies to educate nursing students.
在护理专业学生接触儿童之前，通过互动学习方法对他们进行不同儿科护理操作的培训，可以确保为他们提供足够的知识基础和技能。理论与临床实践之间存在差距。为弥合培训与临床实践之间差距而提出的方法之一是将传统教育系统转变为基于新方法的学习。本研究旨在确定模拟、混合式和自主学习方法对护理专业学生在某些儿科护理操作技能方面的有效性。
采用准实验性的前测和后测设计，150名护理专业学生参与，平均分为三组。在应用学习方法前后，通过检查表观察量表对学生的技能进行测量。数据分析通过SPSS程序完成。
关于鼻胃管插入、导尿和肌肉注射方面，学生的技能在各研究组之间显示出高度显著差异，模拟策略组在“Greenhouse-Geisser”校正后，p值分别为0.001、0.001和0.001，偏 eta 平方效应量较大（分别为0.887、0.902和0.582）；混合式策略组p值分别为0.001、0.001和0.001，偏 eta 平方效应量较大（分别为0.813、0.936和0.883）；自主学习策略组p值分别为0.001、0.001和0.001，偏 eta 平方效应量较大（分别为0.871、0.739和0.667）。描述性数据表明，在后测1和后测2期间，学生技能的平均得分显著提高，这表明学习策略是有效的。学生的满意度在测试后1（80.1）和测试后2（95.3）时处于较高水平。
基于研究结果，所采用的学习方法：模拟、混合式和自主学习，在提高护理专业学生的儿科护理操作技能方面是有效的。我们建议使用这些教育策略来培养护理专业学生。
