Impact of integrated teaching-learning method on oncology clinical decision-making ability and cognitive learning of nursing students

BMC Medical Education

Faranak Jabbarzadeh¹  Akram Ghahramanian¹  Tonia C. Onyeka²  Arefeh Davoodi³  Vahid Zamanzadeh⁴ 

[1] Associate Professor, Medical Education Research Center, Health Management and Safety Promotion Research Institute, Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery,, Tabriz University of Medical Sciences, Tabriz, Iran;Department of Anesthesia/Pain & Palliative Care Unit, College of Medicine, University of Nigeria, Ituku-Ozalla Campus, Nsukka, Enugu State, Nigeria;Educator, Medical Education Research Center, Health Management and Safety Promotion Research Institute, Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran;Professor, Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran;

关键词: Integrated teaching-learning;    Clinical Education;    Nursing;    Clinical decision-making;    Cognitive learning;    Internship;   

DOI  :  10.1186/s12909-022-03168-2

来源: Springer

【 摘 要 】

BackgroundInnovative and student-centered teaching methods are required to improve critical thinking and clinical reasoning skills. The objective of this study was to determine the impact of an oncology internship training on learning outcomes of nursing students using an integrated teaching-learning method.MethodsA pre- and post-test quasi-experimental study was conducted among 107 undergraduate nursing students in fourth year who were allocated to two groups (intervention group = 51 and control group = 55) to receive an integrated teaching-learning method and routine method respectively. Data was collected using the Clinical Decision Making in Nursing Scale (CDMNS) and the students’ cognitive learning test.ResultsDifference in mean scores of cognitive learning test post-intervention was significant between the two groups (p < 0.001). Total CDMNS scores and its dimensions increased significantly for the intervention group post-intervention (p < 0.001). Analysis of covariance (ANCOVA) showed that when the effect of confounding variables, such as the student’s Grade Point Average (GPA) and the pre-test scores of cognitive learning and decision-making scale were held constant, the effect of the independent variable (group) on students’ cognitive learning test (p = 0.002) and CDMNS (p = 0.004) was significant.ConclusionsNursing students’ cognitive learning and clinical decision-making scores were improved as a result of the integrated teaching-learning method. Nursing educators can use this method in clinical education to improve students’ cognitive and meta-cognitive skills, thereby improving nursing care quality.

【 授权许可】

CC BY