ABSTRACT
Objective:To construct a new nurse pre-job training program based on transformative learning and explore its preliminary application effect.Methods:A quasi-experimental study was conducted, and 52 new nurses enrolled in 2019 in a three-A hospital of Hangzhou were randomly divided into experimental group ( n=26) and control group ( n=26). The experimental group adopted transformative learning based pre-job training program for new nurses, while the control group adopted traditional pre-job training program for new nurses. SPSS 20.0 and Microsoft Excel 2010 were performed for data processing, and t test and Fisher's exact probability test were used for statistical analysis. Results:After the training, the comparison of two groups of new nurses showed that, the total score of clinical core competence of the experimental group (226.62±32.84) was higher than that of the control group (197.00±29.54), the total score of self-efficacy of the experimental group (28.46±4.94) was higher than that of the control group (24.31±4.76), the total score of the transition shock of the experimental group (77.23±14.13) was lower than that of the control group (91.27±17.98), and the mean value of clinical assessment of the experimental group (73.16±17.05) was higher than that of the control group (61.58±14.24), all with statistical significance ( P<0.05). Conclusion:The pre-job training program for new nurses based on transformative learning can improve the clinical ability and self-efficacy of new nurses, reduce the transition shock of new nurses, and have a profound impact on their career.
ABSTRACT
@#<p style="text-align: justify;"><strong>BACKGROUND:</strong> The School of Health Sciences (SHS), University of the Philippines Manila, established in 1976 offers a one-of-its kind ladder-type, community-based curriculum in health sciences.</p><p style="text-align: justify;"><strong>OBJECTIVE:</strong> This study described the SHS curriculum and how it contributed to the transformative scale-up of the education of health professionals in the Philippines.</p><p style="text-align: justify;"><strong>METHODS:</strong> This study is a concurrent transformative mixed method design. Data were collected concurrently through interviews of university officials, faculty, students, alumni, communities, and partners as well as observations of review classes and office activities. Quantitative data were collected from school records and performance ratings of students. From the data emerged the basic principles of primary health care and community-based education and they were juxtaposed to describe transformative learning of SHS students and faculty.</p><p style="text-align: justify;"><strong>RESULTS:</strong> All of the 3,481 students admitted from 1976 came from geographically isolated and depressed areas; more than 95% of the graduates are still in the country and chose to serve the communities. The school's ladder-type, community-based curriculum produced competent midwives, nurses, and physicians. SHS did not just transform its students but also the faculty, communities, its partner local, national, and international agencies, and changed the landscape of community-based education in the region.</p><p style="text-align: justify;"><br /><strong>CONCLUSION</strong>: SHS produced health professionals who chose to serve the communities. It continues to evolve to institutionalize primary health care and community-based education.</p>
Subject(s)
Primary Health CareABSTRACT
Objective To understand the basic experimental teaching of functional science in order to promote transformative learning. Methods Random sampling questionnaire survey was con-ducted among 274 students (2011 grade, 5-year-program) majored in clinical medicine, medical lab-oratory and medical imaging in Kunming Medical University. Investigation primarily aimed at the stu-dents' learning attitude, learning objectives, and teaching content. Excel 2003 was used for data en-try, percentage of each questionnaire option was calculated and the findings were directly described. Results 94.76%(253/267) students preferred basic experiment; 82.40%(220/267) students hoped to open long term laboratory;97.38%(260/267) students thought that basic experiment could help pro-mote understanding and theoretical knowledge of physiology; 98.50%(262/267) students thought the explain of the basic theories and the operation prior to each experiment were good; 78.27%(209/267) students were willing to strengthen the basic operation while only 59.18%(158/267) students would like to analyze the experiment results. Conclusions Basic experiment of functional science is wel-comed by students. Due to the lack of independent thinking ability of students, experiment course should de designed to promote interest-oriented transformative learning and to culture transformation perspective, finally achieving the transformative learning.