■在儿科护理领域,确保安全和有效的输血,及时发现不良反应,实施适当的干预措施至关重要。因此,本科护理课程需要结构化,以满足这些专业标准和培养护理学生,作为未来的团队成员,对相关临床情况做出反应。这项研究的目的是调查基于问题和任务的学习如何影响本科护生在儿科护理中使用输血医学的知识和临床决策。
■这项准实验研究涉及从伊朗两所护理学校招募的82名护生,使用便利抽样。参与者通过问题(n=40)或基于任务的学习(n=42)方法接受教育内容。研究人员制造的工具,包括三个部分,并被证明是有效和可靠的,用于数据收集。在干预之前和之后立即施用该工具。数据使用Wilcoxon秩和进行分析,Mann-WhitneyU,通过SPSSv16.0进行协方差检验的Spearman相关性和多变量分析。<0.05的p值被认为对于所有测试是显著的。
■基于问题和任务的学习组的测试后知识和临床决策得分中位数分别为62.68和74.65和53.33vs.分别为76.67。在两个干预组中,两个变量的平均测试前和测试后得分之间存在显着差异(p<0.05)。多变量协方差分析表明,基于任务的学习导致两组之间在知识方面的显着差异(F=87.9%,p=0.002,Eta2=0.114)和临床决策(F=99.9%,p<0.001,Eta2=0.271)。
■鉴于基于任务的学习的更大有效性,建议护理学校在本科护理课程中使用这种方法,以确保护理学生在毕业前获得足够的临床技能。
UNASSIGNED: In the pediatric care field, ensuring safe and effective blood transfusions, promptly identifying adverse reactions, and implementing appropriate interventions are crucial. Therefore, undergraduate nursing curricula need to be structured to meet these professional standards and prepare nursing students, as future team members, to respond to relevant clinical situations. The objective of this
study was to investigate how problem- and task-based learning affects knowledge and clinical decision-making of undergraduate nursing students concerning the use of transfusion medicine in pediatric nursing.
UNASSIGNED: This quasi-experimental
study involved 82 nursing students recruited from two nursing schools in Iran using convenience sampling. Participants received educational content through either problem- (n = 40) or task-based learning (n = 42) methods. A researcher-made tool, comprising three parts and proven to be valid and reliable, was utilized for data collection. The tool was administered both before and immediately after the intervention. Data were analyzed using Wilcoxon rank-sum, Mann-Whitney U, Spearman\'s correlation and multivariate analysis of covariance tests via SPSS v16.0. A p-value of <0.05 was considered significant for all tests.
UNASSIGNED: The median post-test knowledge and clinical decision-making scores within problem- and task-based learning groups were 62.68 vs. 74.65 and 53.33 vs. 76.67, respectively. Significant differences were observed between the mean pre- and post-test scores of both variables within both intervention groups (p < 0.05). Multivariate analysis of covariance revealed that task-based learning resulted in significant differences between the two groups in terms of knowledge (F = 87.9 %, p = 0.002, Eta2 = 0.114) and clinical decision-making (F = 99.9 %, p < 0.001, Eta2 = 0.271).
UNASSIGNED: Given the greater effectiveness of task-based learning, nursing schools are advised to utilize this method in undergraduate nursing curricula to ensure the adequacy of the clinical skills acquired by nursing students prior to graduation.