Effects of Teaching Method using Standardized Patients on Nursing Competence in Subcutaneous Injection, Self-Directed Learning Readiness, and Problem Solving Ability
Journal of Korean Academy of Nursing
;
: 151-160, 2010.
Artigo
em Coreano
| WPRIM
| ID: wpr-122422
ABSTRACT
PURPOSE:
The purpose of this study was to evaluate the effects of teaching method using Standardized Patients (SPs) on nursing competence, self-directed learning readiness, and problem solving ability-focusing on subcutaneous insulin injection.METHODS:
This research was a nonequivalent control group non-synchronized post-test design. The subjects consisted of 62 junior nursing students at E University. Scenarios to train SPs and checklists to evaluate the students' competence were developed by our research team. The experimental group (n=31) participated in the teaching class using SPs. The control group (n=31) received traditional practice education. The collected data were analyzed with descriptive analysis, chi-square/Fisher's exact test, t-test, Pearson's correlation coefficient, and Cronbach's alpha using SPSS WIN 14.0 Program.RESULTS:
The mean scores of competence, self-directed learning readiness, and problem solving were significantly higher in the experimental group than the control group.CONCLUSION:
As confirmed by this research findings, the teaching method using SPs was more effective than the traditional method to improve junior nursing students' competence, self-directed learning readiness, and problem solving. Therefore, It is necessary to develop a various of scenarios and to testify their effectiveness.
Texto completo:
DisponíveL
Índice:
WPRIM (Pacífico Ocidental)
Assunto principal:
Resolução de Problemas
/
Estudantes de Enfermagem
/
Ensino
/
Avaliação de Programas e Projetos de Saúde
/
Competência Clínica
/
Bacharelado em Enfermagem
/
Injeções Subcutâneas
/
Insulina
/
Aprendizagem
Tipo de estudo:
Estudos de avaliação
Limite:
Feminino
/
Humanos
Idioma:
Coreano
Revista:
Journal of Korean Academy of Nursing
Ano de publicação:
2010
Tipo de documento:
Artigo
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