A Survey on Effects of Teacher-Centered Teaching and Problem-Based Learning Methods in Incidence of Nursing Documentation Errors

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Vafaee Hamid; MAKAREM ABBAS; ILDARABADI ESHAGH; Khalafi Abbas; KARIMI MOONAGHI HOSSEIN

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Journal: Journal of JundiShapur Educational Development Year:2017 | Volume:7 | Issue:4 Page(s): 355-365

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Title

A Survey on Effects of Teacher-Centered Teaching and Problem-Based Learning Methods in Incidence of Nursing Documentation Errors

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Keywords

Teacher-centered teachingQ1

problem-based learningQ1

documentation errorsQ1

NursesQ2

Abstract

Today, with the development of the nursing process, reporting was expanded as a framework of and requirements and the need to provide and evaluated a nursing care and treatment. Nursing reports in record indicate medical treatment, nursing care and reactions of patient to its care. Illegible or incomplete records may block the nursing care and make difficult the detection of important changes in the patient health condition and behavior. However; the purpose of this study was to assess the effects of Teacher-centered teaching and problem-based learning methods in incidence of nursing documentation errors in hospitals of Torbat Heydariyeh. This was a quasi-experimental study which was conducted among Nurses in Torbat Heydariyeh hospitals during 2014. 93 Nurses were classified into 3 groups (n=31), problem-based learning for the first group, teacher training for the second group, and the third group was the control group. Educational content for each group was presented by an instructor in the six 45-minute sessions for six consecutive days. Data collection tool was a questionnaire whose content validity (0. 76) was confirmed by the researchers and reliability coefficient factor (0. 84) was calculated using Cronbach alpha coefficient formula. The questionnaire was completed by Nurses before and 2 months after training. Data were analyzed by SPSS software and Friedman, one-way ANOVA, Kruskal-Wallis, Mann-Whitney and independent and dependent t-test, Wilcoxon, Pearson and Spearman correlation and chi-square tests. The Teacher-centered teaching method, the average error before and after treatment showed a significant statistical difference (P= 0. 000), so, the average error was reduced after the intervention in Nurses. Also, in problem based learning, the training of Nurses after the intervention had a positive effect and it reduced the average error (P= 0. 000). But, in the control group there was not a significant difference. Also satisfaction of Nurses in problem based learning was more than Teacher-centered teaching. Based on the results of this study, Teacher-centered teaching and problem-based learning methods had a positive effect in both groups, but given the level of satisfaction and interest of Nurses, the problem-based learning proposed. This method is more recommended especially, for service training courses and teaching to deal with other types of errors such as medication and therapy errors in nursing.

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APA: Copy

Vafaee, Hamid, MAKAREM, ABBAS, ILDARABADI, ESHAGH, Khalafi, Abbas, & KARIMI MOONAGHI, HOSSEIN. (2016). A Survey on Effects of Teacher-Centered Teaching and Problem-Based Learning Methods in Incidence of Nursing Documentation Errors. EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR, 7(4 ), 355-365. SID. https://sid.ir/paper/228701/en

Vancouver: Copy

Vafaee Hamid, MAKAREM ABBAS, ILDARABADI ESHAGH, Khalafi Abbas, KARIMI MOONAGHI HOSSEIN. A Survey on Effects of Teacher-Centered Teaching and Problem-Based Learning Methods in Incidence of Nursing Documentation Errors. EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR[Internet]. 2016;7(4 ):355-365. Available from: https://sid.ir/paper/228701/en

IEEE: Copy

Hamid Vafaee, ABBAS MAKAREM, ESHAGH ILDARABADI, Abbas Khalafi, and HOSSEIN KARIMI MOONAGHI, “A Survey on Effects of Teacher-Centered Teaching and Problem-Based Learning Methods in Incidence of Nursing Documentation Errors,” EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR, vol. 7, no. 4 , pp. 355–365, 2016, [Online]. Available: https://sid.ir/paper/228701/en

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