Effectiveness of an Informationized Teaching-management Strategy to Enhance Performance in National Nursing Licensure Examination: A Quasi-experimental Study

Abstract

Objective: This study was to verify the effectiveness of an information-based teaching-management strategy applied during students’ clinical internship, designed to improve their performance in the National Nursing Licensure Examination (NNLE) Methods: All nursing students of eleven classes from grade 2017 in a vocational school were included (n=547). Considering the convenience of operational interventions, the experimental group consisted of students from Class 8, where the teacher in charge is the first author (n=49). The control group (n=498) comprised individuals selected from the other ten classes, with each class serving as an independent control group. From January 2020 to April 2021, a teaching-management strategy containing two stages was implemented in both groups from the students’ one-year clinical internship until the overall review period. In addition to this, a cloud-based knowledge-review program (e.g., layered teaching, four-step method, and paired assistance) was used in experimental group. The main outcome measures were the scores and pass rate of each examination. Results: Experimental group performed better than control group in both the simulation tests and the NNLE, in which the pass rate was 100%, showing a statically significant difference (P<0.01). Conclusion: Information-based teaching-management strategy is beneficial for long-distance education during students’ clinical internship, and it can effectively help students prepare for the NNLE to get a higher score.