智能手机自主学习与小组教学对护生压力损伤评估学习的影响：一项随机对照研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-03-27 DOI:10.1016/j.nepr.2025.104336

Sinan AYDOGAN , Nurcan CALISKAN

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引用次数: 0

摘要

压力性损伤（PI）是一种常见的健康问题，它会降低患者的生活质量，增加发病率和死亡率，并增加医疗成本。虽然PI评估是预防和正确管理的基本技能，但在护理教育中没有提供足够的培训。目的比较智能手机应用程序自主学习（SDL_SA）、小组教学（SGT）和对照组三种并行PI评估训练方法对护生知识和技能的影响。设计三臂、平行组随机对照试验。该试验已在ClinicalTrials.gov注册（ID: NCT05354687）。方法本研究在浙江省一所公立大学进行，研究对象为护理本科四年级学生（ = 93）。学生被随机分为三组（SDL_SA组、SGT组和对照组）。对照组接受现有的培训，SDL_SA组和SGT组接受两阶段的培训计划。培训前后分别进行压力损伤评估知识测试、教育评估表和压力损伤评估技能测试。结果SGT组和SDL_SA组的知识和总技能测验后得分显著高于测验前得分（p <； 0.05）。在技能后测验中，SGT组和SDL_SA组的总分均显著高于对照组（F=36.429, p <； 0.001）。结论ssdl_sa和SGT可为护理技能的习得提供全面的学习体验。建议在不同的受试者和更大的人群中对SDL_SA和SGT进行进一步的研究。

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The effect of self-directed learning via a smartphone application and small-group teaching on nursing students’ learning of pressure injury assessment: A randomized controlled study

Background

Pressure injuries (PI) are a common health problem that reduces patients' quality of life, increases morbidity and mortality and contributes to healthcare costs. Although PI assessment is an essential skill for prevention and correct management, adequate training is not provided in nursing education.

Objectives

To compare the effects of three parallel PI assessment training methods—self-directed learning via a smartphone application (SDL_SA), small group teaching (SGT) and the control group—on the knowledge and skills of nursing students.

Design

A three-arm, parallel group randomized controlled trial was conducted. The trial was registered on ClinicalTrials.gov (ID: NCT05354687).

Methods

The study was conducted at a public university in Türkiye with fourth-year undergraduate nursing students (n = 93). Students were randomly assigned to one of three groups (SDL_SA group, SGT group and control group). While the control group received the existing training, the SDL_SA and SGT groups received a two-stage training program. The Pressure Injury Assessment Knowledge Test, the Education Evaluation Form and the Pressure Injury Assessment Skill Test were administered before and after training.

Results

The post-test scores of the SGT and SDL_SA groups for knowledge and total skills were significantly higher than the pre-test scores (p < 0.05). On the post-skill test, both the SGT and SDL_SA groups scored significantly higher than the control group on overall score (F=36.429, p < 0.001).

Conclusions

SDL_SA and SGT can provide a comprehensive learning experience in the acquisition of nursing skills. It is recommended that further research is conducted on SDL_SA and SGT in different subjects and larger populations.

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.