Effects of an interactive teaching method on perceived disaster nursing competencies of undergraduate nursing students
Effects of an interactive teaching method on perceived disaster nursing competencies of undergraduate nursing students
复制标题
互动教学法对本科护生感知灾害护理能力的影响
DOI：
10.24298/hedn.2016-0008
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Somjinda Chompunud
中科院分区：
文献类型：
--
作者：
W. Inkaew;Somjinda Chompunud
目标：护士是医护人员，在灾难各个阶段的灾难管理中发挥着重要作用。然而，研究结果指出，缺乏必要的灾害准备以及护理能力的发展。本研究旨在基于国际护士理事会灾难护理能力框架，探讨互动式教学方法对护生学习成绩以及预防、缓解、准备和响应的护理能力的影响。方法：根据国际护士理事会灾难护理能力框架和互动式教学方法，以泰国红十字护理学院急诊和灾难护理课程三年级护生为对象设计和实施本课程。要求实验组和对照组完成学习成绩测试以及感知预防和缓解能力、准备和应对问卷。使用独立样本 t 检验和配对样本 t 检验分析数据。结果：实验组的平均成绩得分显着高于对照组（p < 0.05）。实验组受试者的预防和缓解、准备和反应护理能力平均得分显着高于对照组受试者（p < 0.001）。结论：值得注意的是，通过综合教学方法进行理论教学可以提高学生的学习成绩、感知能力和学习灾害应对护理行动的动力。
Aim: Nurses are healthcare personnel who play an important role in disaster management in all phases of a disaster. However, research fi ndings have pointed out that there is a lack of necessary preparedness for disasters as well as development of nursing competencies. This research aimed at investigating the e ff ects of an interactive teaching method on nursing students ’ learning achievement and nursing competencies of prevention and mitigation, preparedness, and response based on the framework of disaster nursing competencies of the International Council of Nurses. Methods: Based on the International Council of Nurses ’ framework of disaster nursing competencies and interactive teaching method, this course was designed and implemented with third-year nursing students at the Thai Red Cross College of Nursing who were enrolled in an emergency and disaster nursing course. The experimental group and control group were asked to complete the learning achievement test and the perceived competencies of prevention and mitigation, preparedness, and response questionnaires. Data was analyzed using an independent-sample t-test and a paired-sample t-test. Results: The mean achievement score of the experimental group was statistically signi fi cantly higher than that of the controlled group (p < 0.05). The mean scores of nursing competencies of prevention and mitigation, preparedness, and response of the subjects in the experimental group were statistically signi fi cantly higher than those of the subjects in the control group (p < 0.001). Conclusion: It is noteworthy that theoretical teaching via an integrative teaching method can enhance students ’ achievement, perceived competencies and motivation to learn about nursing actions in response to disasters.