PDF(Pubmed)
Abstract：
BACKGROUND: Mongolian government has set improvement of clinical proficiency of nursing students as one of its priorities. Nursing professionals have the sentinel role in providing healthcare services in rural areas. Outcome-based education (OBE) offers a promising pedagogical approach to actively mentally engage students to strengthen their clinical proficiencies. We implemented a pilot project with the objective of comparing students\' clinical performance under OBE with our traditional didactic techniques.
METHODS: The researchers implemented a non-equivalent two-armed quasi-experimental post-test-only\' design approach study. The intervention arm (n = 34) received OBE pediatric training, while the control arm (n = 32) received the traditional pedagogical pediatric nursing training. Each arm of the study completed 16 hours of theory, 32 hours of clinical skills practice and 32 hours of seminars in pediatric nursing care. Data were collected using a five-section instrument, Demographic, Competency Inventory, Nursing Students\' Satisfaction, Course Experience, and Objective Structured Clinical Examination. Performance and knowledge proficiencies were evaluated by applying the two-sided independent T-test. The distributions of categorical variables were assessed by Fisher\'s exact test or chi-squared test of significance.
RESULTS: The intervention arm had higher mean score value in the competency inventory ([Formula: see text] = 238.70, SD = ± 23.07) compared to the control arm ([Formula: see text] = 222.11, SD = ± 39.94) (P = 0.04); similarly, the mean value for nursing students\' satisfaction was higher for the intervention arm ([Formula: see text] = 117.87, SD = ± 15.94) compared to the control group ([Formula: see text] = 109.76, SD = ± 16.94) (P = 0.049). Additionally, the difference in the mean value for course experience questionnaire between the intervention arm ([Formula: see text] = 125.33, SD = ± 19.30) and the control arm ([Formula: see text] = 110.41, SD = ± 11.28) was statistically significant (P = 0.0001). Finally, the intervention arm had a higher mean value ([Formula: see text] = 85.40, SD = ± 6.11) for objective structural clinical examination compared to the control arm ([Formula: see text] = 81.56, SD = ± 7.01) (P = 0.023).
CONCLUSIONS: OBE pedagogical approach offers promising benefits to improving nursing students\' clinical competencies; additionally, the OBE approach seems to increase students\' satisfactions with their clinical curriculum.
METHODS: The researchers implemented a non-equivalent two-armed quasi-experimental post-test-only\' design approach study. The intervention arm (n = 34) received OBE pediatric training, while the control arm (n = 32) received the traditional pedagogical pediatric nursing training. Each arm of the study completed 16 hours of theory, 32 hours of clinical skills practice and 32 hours of seminars in pediatric nursing care. Data were collected using a five-section instrument, Demographic, Competency Inventory, Nursing Students\' Satisfaction, Course Experience, and Objective Structured Clinical Examination. Performance and knowledge proficiencies were evaluated by applying the two-sided independent T-test. The distributions of categorical variables were assessed by Fisher\'s exact test or chi-squared test of significance.
RESULTS: The intervention arm had higher mean score value in the competency inventory ([Formula: see text] = 238.70, SD = ± 23.07) compared to the control arm ([Formula: see text] = 222.11, SD = ± 39.94) (P = 0.04); similarly, the mean value for nursing students\' satisfaction was higher for the intervention arm ([Formula: see text] = 117.87, SD = ± 15.94) compared to the control group ([Formula: see text] = 109.76, SD = ± 16.94) (P = 0.049). Additionally, the difference in the mean value for course experience questionnaire between the intervention arm ([Formula: see text] = 125.33, SD = ± 19.30) and the control arm ([Formula: see text] = 110.41, SD = ± 11.28) was statistically significant (P = 0.0001). Finally, the intervention arm had a higher mean value ([Formula: see text] = 85.40, SD = ± 6.11) for objective structural clinical examination compared to the control arm ([Formula: see text] = 81.56, SD = ± 7.01) (P = 0.023).
CONCLUSIONS: OBE pedagogical approach offers promising benefits to improving nursing students\' clinical competencies; additionally, the OBE approach seems to increase students\' satisfactions with their clinical curriculum.
摘要：
背景：蒙古国政府将提高护生的临床水平作为工作重点之一。护理专业人员在农村地区提供医疗服务方面具有重要作用。基于结果的教育（OBE）提供了一种有前途的教学方法，可以积极地让学生在精神上参与进来，以增强他们的临床熟练程度。我们实施了一个试点项目，目的是将OBE下学生的临床表现与我们传统的教学技术进行比较。
方法：研究人员实施了一项非等效的双臂准实验后测\'设计方法研究。干预组（n=34）接受了OBE儿科培训，而对照组（n=32）接受了传统的儿科护理培训。研究的每个分支都完成了16个小时的理论，32小时的临床技能实践和32小时的儿科护理研讨会。使用五段仪器收集数据，人口统计,能力清单，护生满意度，课程经验,和客观结构化临床检查。通过应用双侧独立T检验来评估绩效和知识熟练度。分类变量的分布通过Fisher精确检验或卡方检验进行评估。
结果：与对照组（[公式：见正文]=222.11，SD=±39.94）（P=0.04）相比，干预组的能力量表（[公式：见正文]=238.70，SD=±23.07）的平均得分值较高；干预组([公式:见正文]=117.87,SD=±15.94)的护生满意度平均值高于对照组([公式:见正文]=109.76,SD=±16.94)(P=0.049).此外,干预组([公式:见正文]=125.33,SD=±19.30)和对照组([公式:见正文]=110.41,SD=±11.28)的课程体验问卷的平均值差异有统计学意义(P=0.0001).最后,与对照组([公式:见正文]=81.56,SD=±7.01)相比,干预组客观结构临床检查的平均值([公式:见正文]=85.40,SD=±6.11)较高(P=0.023).
结论：OBE教学方法为提高护生的临床能力提供了有希望的好处；此外，OBE方法似乎增加了学生对临床课程的满意度。
方法：研究人员实施了一项非等效的双臂准实验后测\'设计方法研究。干预组（n=34）接受了OBE儿科培训，而对照组（n=32）接受了传统的儿科护理培训。研究的每个分支都完成了16个小时的理论，32小时的临床技能实践和32小时的儿科护理研讨会。使用五段仪器收集数据，人口统计,能力清单，护生满意度，课程经验,和客观结构化临床检查。通过应用双侧独立T检验来评估绩效和知识熟练度。分类变量的分布通过Fisher精确检验或卡方检验进行评估。
结果：与对照组（[公式：见正文]=222.11，SD=±39.94）（P=0.04）相比，干预组的能力量表（[公式：见正文]=238.70，SD=±23.07）的平均得分值较高；干预组([公式:见正文]=117.87,SD=±15.94)的护生满意度平均值高于对照组([公式:见正文]=109.76,SD=±16.94)(P=0.049).此外,干预组([公式:见正文]=125.33,SD=±19.30)和对照组([公式:见正文]=110.41,SD=±11.28)的课程体验问卷的平均值差异有统计学意义(P=0.0001).最后,与对照组([公式:见正文]=81.56,SD=±7.01)相比,干预组客观结构临床检查的平均值([公式:见正文]=85.40,SD=±6.11)较高(P=0.023).
结论：OBE教学方法为提高护生的临床能力提供了有希望的好处；此外，OBE方法似乎增加了学生对临床课程的满意度。
