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Comparison of role play and conventional training methods on long-term learning of nursing students

机译:作者:王莹,王孝娣,王孝娣,王孝娣,王孝娣

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Introduction: Due to interaction with the patient, choosing the appropriate teaching method in clinical disciplines like nursing is very important. The aim of this study was to compare the method of role play with routine training methods regarding their impact on long-term learning of nursing students. Methods: This quasi-experimental study was conducted with a control group design on 74 nursing students from Iran University of medical sciences (IUMS) in 2017-18. The students were divided into two control (n=35) and experimental (n=39) groups through simple random sampling. Conventional teaching methods were used with the control group and role play teaching methods were used with the experimental group. In the next semester, each student trained two patients in the hospital. The degree of patient satisfaction with students' trainings was measured as a long-term learning index. Demographics and satisfaction questionnaire were used in this study. The data was analyzed with SPSS (V21) using descriptive and inferential statistical tests. Results: The results indicated that the average satisfaction score of patients with students' training performance was 73.26% in the experimental group and 47.22% in the control group. Therefore, they were significantly different (P 0/001). Conclusion: The findings of this study highlighted the positive effect of Role Play Training on long-term learning of nursing students. Role Play Training can lead to improved presented education to patients and thereby expand the quality of service along with increased patient satisfaction.
机译:介绍:由于与患者的互动,在临床学科中选择适当的教学方法,如护理非常重要。本研究的目的是将角色发挥作用的方法与常规培训方法进行比较,了解其对护理学生的长期学习的影响。方法:本准实验研究采用来自伊朗医学科学院(IUMS)的74名护理学生对照组设计进行了对照组设计。通过简单的随机抽样将学生分为两个控制(n = 35)和实验(n = 39)组。传统的教学方法与对照组一起使用,并使用实验组使用作用教学方法。在下一个学期,每个学生在医院训练了两名患者。将患者与学生培训的满意度作为长期学习指数衡量。本研究使用人口统计和满意问卷。使用描述性和推理统计测试用SPSS(V21)分析数据。结果:结果表明,在实验组中,学生培训表现的患者的平均满意度得分为73.26%,对照组47.22%。因此,它们具有显着差异(P <0/001)。结论:这项研究的结果强调了角色扮演培训对护理学生长期学习的积极影响。角色扮演培训可以导致对患者提出改进的教育,从而扩大服务质量以及增加的患者满意度。

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