RESUMEN
SMART (S = Specific, M = Measurable, A = Attainable, R = Relevant, T = Time-bound) principle is a goal-setting theory that includes five aspects: clarity, measurability, achievability, relevance, and timeliness. This online nutrition practice course introduces SMART principle teaching methodology to help students build autonomous learning capabilities. Questionnaires were used to learn about students' satisfaction. We also evaluated the students' practical skills by measuring students' self-perception of collaborative attitude, leadership, communication skills and intellectual challenge abilities before and after the course. The results found that 89.7% (26/29) of the students were generally satisfied with this online nutrition practice course. About 86.2% (25/29) of the students thought online learning was acceptable. By the end of the course, students' self-perception of collaborative attitude, leadership, communication skills and intellectual challenge abilities were increased by 7%, 13%, 14% and 10%, respectively. This online nutrition practice course indicates that SMART principle can help students build autonomous learning capabilities by setting practical, specific and time-limited teaching objectives, which improves students' learning enthusiasm and effectively enhances the practice ability of students.
RESUMEN
Objective:To apply CBL combined with PBL based on SMART (specific, measurable, attainable, relevant and time-based) principle in nursing practice teaching in radiotherapy.Methods:A total of 100 nurses who performed nursing practice in the Department of Radiotherapy in Guangdong Provincial Hospital of Traditional Chinese Medicine from May 2016 to May 2020 were selected as the research objects. They were divided into a control group and a study group according to their admissions, with 50 people in each group. The study group used CBL combined with PBL teaching based on SMART principle, and the control group used traditional practice teaching. After the clinical practice, the two groups were assessed on theoretical and clinical practice skills, and the two groups' teaching satisfaction and teaching effects were evaluated through seminars and questionnaire surveys. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical and clinical practice performance assessment scores of the practical nurses in the study group were higher than those in the control group, with statistically significant differences ( P<0.001). The teaching satisfaction rate of the practice nurses in the control group was 62.00% (31/50), and that of the practice nurses in the study group was 96.00% (48/50), with significant differences ( P<0.001). In terms of improving independent learning ability, information acquisition and problem analysis ability, improving clinical thinking ability, mobilizing learning enthusiasm, enhancing teamwork ability, nurse-patient communication ability, and recognition of innovation ability, the teaching satisfaction of the research group was higher than that of the control group. Conclusion:The application of SMART principle in teaching has the advantages of clear goals and quantifiable evaluation. The combination of CBL and PBL based on SMART principle can help to improve the mastery of theoretical and practical skills of radiotherapy practice nurses, and achieve satisfactory teaching results.
RESUMEN
Objective To study the effect of SMART principle on the management of nursing research in hospitals. Methods The SMART principle was used in the management of nursing research,including the development,specification and verification of research goals as well as supervision of the process.The number of nurses having published research papers and the number of published papers were calculated during November 2008 to November 2011. Result The number of published papers went down but the number of scientific research papers went up in the year of 2003.Conclusion The SMART principle is effective for promoting the quality of nursing research.