COMPARISON OF THE EFFECT OF THREE METHODS OF EDUCATION (INQUIRY-BASED, BEDSIDE EDUCATION AND ROUTINE APPROACH TO CLINICAL EDUCATION) ON CRITICAL CARE NURSING STUDENTS' CLINICAL LEARNING

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ASGARI PARVANEH; MAHMOUDI MOKHTAR; BAHRAMNEZHAD FATEMEH; RAFIEI FATEMEH; KHAJEH GOODARI MOHAMMAD

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Journal: Strides in Development of Medical Education Journal Year:2016 | Volume:13 | Issue:2 Page(s): 133-141

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Title

COMPARISON OF THE EFFECT OF THREE METHODS OF EDUCATION (INQUIRY-BASED, BEDSIDE EDUCATION AND ROUTINE APPROACH TO CLINICAL EDUCATION) ON CRITICAL CARE NURSING STUDENTS' CLINICAL LEARNING

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Keywords

INQUIRYQ1

BASED EDUCATIONQ1

BEDSIDE EDUCATIONQ1

ROUTINE APPROACH TO CLINICAL EDUCATIONQ1

NURSING STUDENTSQ3

Abstract

Background & Objective: Regarding the importance of nursing education promotion, there is a need to use methods that have the ability to create knowledge and skills in students. This study aimed to assess the effect of education (INQUIRY, BEDSIDE EDUCATION and ROUTINE APPROACH TO CLINICAL EDUCATION) on critical care NURSING STUDENTS' clinical learning.Methods: This quasi-experimental study performed in the intensive care unit (ICU) of Valiasr hospital in Arak, Iran, during Octobers to March 2014. The subjects were 60 NURSING STUDENTS who were selected via census method and randomly were divided into three groups of 20 subjects. After the administration of pretest, students in the control group were educated using common method; in one of the experimental groups, the INQUIRY-based method and the other group, bedside method were used for education for 10 days. Then, the three groups completed the questionnaires at the end of education again (posttest). Finally, data were analyzed using ANOVA, paired-t and independent-t tests.Results: The mean total score of the clinical skills and cognitive domain was significantly difference among the three groups after the intervention (F = 136.75, degree of freedom = 2, P = 0.0001). After testing the homogeneity hypothesis of variances and using Games-Howell post-hoc tests, the total scores of training in bedside and INQUIRY-based education were significantly more than the routine training after the intervention (P < 0.0001 and P = 0.0001, respectively).Conclusion: It seems that two methods INQUIRY-based and BEDSIDE EDUCATION enhanced clinical skills of students. Therefore, it is recommended to use these two methods of clinical educating to enhance students’ clinical learning.

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APA: Copy

ASGARI, PARVANEH, MAHMOUDI, MOKHTAR, BAHRAMNEZHAD, FATEMEH, RAFIEI, FATEMEH, & KHAJEH GOODARI, MOHAMMAD. (2016). COMPARISON OF THE EFFECT OF THREE METHODS OF EDUCATION (INQUIRY-BASED, BEDSIDE EDUCATION AND ROUTINE APPROACH TO CLINICAL EDUCATION) ON CRITICAL CARE NURSING STUDENTS' CLINICAL LEARNING. STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION, 13(2 ), 133-141. SID. https://sid.ir/paper/116814/en

Vancouver: Copy

ASGARI PARVANEH, MAHMOUDI MOKHTAR, BAHRAMNEZHAD FATEMEH, RAFIEI FATEMEH, KHAJEH GOODARI MOHAMMAD. COMPARISON OF THE EFFECT OF THREE METHODS OF EDUCATION (INQUIRY-BASED, BEDSIDE EDUCATION AND ROUTINE APPROACH TO CLINICAL EDUCATION) ON CRITICAL CARE NURSING STUDENTS' CLINICAL LEARNING. STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION[Internet]. 2016;13(2 ):133-141. Available from: https://sid.ir/paper/116814/en

IEEE: Copy

PARVANEH ASGARI, MOKHTAR MAHMOUDI, FATEMEH BAHRAMNEZHAD, FATEMEH RAFIEI, and MOHAMMAD KHAJEH GOODARI, “COMPARISON OF THE EFFECT OF THREE METHODS OF EDUCATION (INQUIRY-BASED, BEDSIDE EDUCATION AND ROUTINE APPROACH TO CLINICAL EDUCATION) ON CRITICAL CARE NURSING STUDENTS' CLINICAL LEARNING,” STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION, vol. 13, no. 2 , pp. 133–141, 2016, [Online]. Available: https://sid.ir/paper/116814/en

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