Comparison of scenario based triage education by lecture and role playing on knowledge and practice of nursing students

Delnavaz, Samira; Hassankhani, Hadi; Roshangar, Fariborz; Dadashzadeh, Abbas; Sarbakhsh, Parvin; Ghafourifard, Mansour; Fathiazar, Eskandar

doi:10.1016/j.nedt.2018.08.006

Cited by 44 publications

(36 citation statements)

References 28 publications

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“…Data collection was carried out through a questionnaire, based on the ad hoc questionnaire that has been based on previous studies [54][55][56][57], consisting of 34 items, which are grouped into three dimensions; attitudes, skills and socio-educational. The scale of the questionnaire is a 4-point Likert scale, being 1: None, 2: Few, 3: Enough and 4: Completely.…”

Section: Instrumentsmentioning

confidence: 99%

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

et al. 2020

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Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms.

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Section: Instrumentsmentioning

confidence: 99%

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

et al. 2020

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“…Dawood (2013) (46) indicated that majority of nursing students agree upon that they Delnavaz (2018) (52) study about comparison of scenario based triage education by lecture and role playing on knowledge and practice of nursing students, supported the study results and revealed that the mean knowledge and practice scores in both groups improved significantly. Also, found that the post-test score showed a significant difference between the two groups, and the mean score was higher in the role-playing group compared with that of the lecture group.…”

Section: Resultsmentioning

confidence: 80%

Efficacy of Teaching Program about Efficient Patient Communication Using Role-play Strategy on Technical Nursing Students’ Practice

Ali

Shabaan

Gad

2019

Tanta Scientific Nursing Journal

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Background: Technical nursing students' courses contents not give opportunity to apply nursing theory and skills of effective communication with patient in practice area lead to nursing students required improving their communication competencies through using role-play strategy. They need information for developing the idea by the sender, transmission of message and decoding, and providing feedback. Role play is a teaching method could be used for experiential learning and that provides an imaginary context in which issues and behaviors may be explored by students. Objective: Aim of the study was to determine efficacy of teaching program about efficient patient communication using role-play strategy on technical nursing student's practice. Setting: Study was conducted at Tanta Health Technical Institute General Nursing Division and students' training areas at El Minshawi Hospital affiliated to Ministry of Health at El-Gharbiya Governorate. Subject: The study subjects included all (n=65) second academic year technical nursing students at 2017-2018. Tool: Three tools was used, the effective patient communication and role-play teaching strategy knowledge test, technical nursing students' actual performance of patient communication process observational checklist, and technical nursing students' perception about roleplay teaching strategy. Result: Preprogram 86.2% of technical nursing students were at poor level of total knowledge changed to be 1.5% post program. Pre-program 89.2% of them had unsatisfactory level of total performance changed to be 93.8% at good total performance level post program and the rest were at satisfactory level. Technical nursing students 93.8% showed high level of overall perception about role-play teaching strategy. Highly significant correlation detected between knowledge and practice of technical nursing students pre and post program. Conclusion: Absent of applying theoretical part of nursing administration course results in lacking of effective patient communication among technical nursing students. Proper implementation of teaching program about efficient patient communication using role-play strategy improved technical nursing student's communication knowledge and practical skills significantly than pre educational program. Technical nursing students' perception about using roleplay teaching strategy patient communication program showed high level. Recommendation: Attention to educate course of effective patient communication at first and second year of technical nursing student's curriculum. Attention to supervise technical nursing students training on patient communication skill at clinical practice areas. Internship training programs should include active, practice-oriented strategies about patient communication for nursing interns.

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“…Higher effects of education in teaching methods involving interaction between trainers and learners have been demonstrated. Additionally, the more significant effect of the combination of interactive teaching methods on improving learning has been highlighted [32]. In the present study, teaching with a tabletop exercise method has created a suitable background for interactive learning by nurses.…”

Section: Discussionmentioning

confidence: 81%

Comparison of the Effect of Lecturing and Tabletop Exercise Methods on Level of Preparedness of Nurses against Natural Disasters

Mirzaei

Eftekhari

Mohammadinia

et al. 2020

J. Holist. Nurs. Midwifery

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Hospitals are the first-line care providers in natural disasters. Nurses, as one of the critical health professional groups, require adequate peroration for responding to natural disasters. Due attention has to be paid to various teaching methods to improve the level of nurses' preparedness. Objective: This study compared the effect of lecturing and lecturing-tabletop exercise methods on the level of nurses' preparedness against natural disasters. Materials and Methods: In this quasi-experimental study, 74 nurses were randomly selected from different wards at a hospital in Yazd City, Iran, in 2017. Nurses' preparedness level was measured with the 72-item Scale for Nurses' Preparedness against Natural Disasters, including three areas of knowledge, attitude, and performance. The study participants were assigned into group A (lecturing method, n=37) and group B (lecturing-tabletop exercise method, n=37) using a simple random sampling technique. Nurses' level of preparedness was measured three times (pre-and postintervention, and follow-up) using the Preparedness for Disasters questionnaire. The obtained data were analyzed applying repeated measures Analysis of Variance (ANOVA) and Paired Samples t-test. Results: The mean scores of nurses' knowledge, attitude, and performance were increased by 4.94, 7.38, and 5.59 in group A as well as 6.56, 11.43, and 6.08 in group B. Additionally, the total score of nurses' preparedness in group B was significantly higher at Pre-test, post-test, and one-month followup (107.89±7.50) (P=0.0001). Conclusion: Education (lecturing and lecturing-tabletop exercise methods) positively affected nurses' preparedness. However, it was more effective through lecturing-tabletop exercise methods due to having a scenario and the better participation of nurses in the learning process. This finding emphasizes the positive effect of participants' interactions in the tabletop exercise method on the quality of education, critical skill, and increased level of nurses' preparedness against natural disasters.

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Comparison of scenario based triage education by lecture and role playing on knowledge and practice of nursing students

Cited by 44 publications

References 28 publications

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

Efficacy of Teaching Program about Efficient Patient Communication Using Role-play Strategy on Technical Nursing Students’ Practice

Comparison of the Effect of Lecturing and Tabletop Exercise Methods on Level of Preparedness of Nurses against Natural Disasters

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