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
1
M.Sc. in Critical Care Nursing, Instructor, Department of Nursing, School of Nursing and Midwifery, Arak University of Medical Sciences, Arak, Iran, Iran
2
M.Sc. in Medical Surgical Nursing, Instructor, Department of Nursing, School of Nursing and Midwifery, Arak University of Medical Sciences, Arak, Iran, Iran
3
Ph.D. Candidate, Department of Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran, Iran
4
M.Sc. in Biostatistics, Thyroid Disorders Research Center, Amiralmomenin Hospital, Arak University of Medical Sciences, Arak, Iran, Iran
5
Ph.D. Candidate, Department of Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran, Iran
How to Cite:
asgari
P, mahmoudi
M, Bahramnezhad
F, rafiei
F, Khajeh-Goodari
M . 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 Dev Med Educ.
2016
; 13(2):e57947.
ARTICLE INFORMATION
Strides in Development of Medical Education:
13 (2); e57947
Published Online:
June
15,
2016
Article Type:
Research Article
Received:
July
11,
2017
Accepted:
September
05,
2015
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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.
Keywords
Inquiry-based education
Bedside education
Routine approach to clinical education
Nursing students
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