دوره 11، شماره 4 - ( 10-1401 )
جلد 11 شماره 4 صفحات 92-82 |
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Jahromi F F, Pournoroz N, Golestan M, Mahdood B. The Effect Of New Training On Nursing Students' Learning. J Emerg Health Care 2022; 11 (4) :82-92
URL: http://intjmi.com/article-1-941-fa.html
URL: http://intjmi.com/article-1-941-fa.html
The Effect Of New Training On Nursing Students' Learning. . 1401; 11 (4) :82-92
چکیده: (1459 مشاهده)
Background: The two new educational models based on problem-solving and results-based are those in which the required performance in the therapeutic role is attained. This research was created to include these two strategies in nursing students' clinical learning.
Method: This study has a two-group design and is semi-experimental. Forty-three sixth-semester nursing students who completed an internship in the specialty department during the first semester of the academic year 2019-2020 were among the samples included in the study. The census approach was used to choose the samples. The variance of two groups in the clinical learning variable was compared using the Kolmogorov-Smirnov test, linear regression using the simultaneous method, and Levene’s F test.
Results: In independent groups of nursing students receiving both problem-solving and outcome-based instruction, there was no discernible difference in the quantity of clinical learning (P>0.05). In the two training groups, the learning score variance was similar.
Conclusion: Accordingly, the research's findings indicated that both novel teaching approaches favorably impacting students in the cardiac special care department. Clinical professors can employ each of these approaches in the clinical education of nursing students, depending on the conditions and facilities available.
Method: This study has a two-group design and is semi-experimental. Forty-three sixth-semester nursing students who completed an internship in the specialty department during the first semester of the academic year 2019-2020 were among the samples included in the study. The census approach was used to choose the samples. The variance of two groups in the clinical learning variable was compared using the Kolmogorov-Smirnov test, linear regression using the simultaneous method, and Levene’s F test.
Results: In independent groups of nursing students receiving both problem-solving and outcome-based instruction, there was no discernible difference in the quantity of clinical learning (P>0.05). In the two training groups, the learning score variance was similar.
Conclusion: Accordingly, the research's findings indicated that both novel teaching approaches favorably impacting students in the cardiac special care department. Clinical professors can employ each of these approaches in the clinical education of nursing students, depending on the conditions and facilities available.
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