The longitudinal learning outcomes of using different teaching sequences in a nursing administration project

Abstract

Aim:To examine the effects of using different teaching sequences on knowledge acquisition, knowledge retention, self-directed learning and teamwork in a nursing administration project.Background: Compared to other professional courses, nursing administration is relatively difficult, and it is important for nursing administration students to spend long hours working in hospitals. As such, better teaching strategies utilizing proper sequencing may yield better learning outcomes for students. Methods:A longitudinal quasi-experimental design was used. A total of 129 students were assigned to two groups with which different teaching sequences were used.The investigated learning outcomes were knowledge acquisition, knowledge retention, self-directed learning and teamwork. Generalized estimating equations were used to measure the learning outcomes. Results:There was no significant difference between the two teaching sequences in terms of learning effects. One teaching strategy, problem-based learning (PBL), yielded effective student learning outcomes.Conclusion: PBL increased the students' self-directed learning and teamwork. This strategy can be applied to side-by-side co-teaching and post-graduate year training programmes. Implications for Nursing Management:The results from this study may help hospitals retain nurses and find potential nursing leaders. Instructors and nurse managers should discuss learning goals with students in advance to enhance the students' learning outcomes. K E Y W O R D S administration project, nurse management, PBL, personality, self-directed learning, teaching sequence | 1305 LIN et aL.

Estrategias de enseñanza-aprendizaje en gestión del cuidado de enfermería. Una revisión narrativa

“…En 55 % de las investigaciones se utilizaron las estrategias: aprendizaje basado en problemas, estudios de caso o la problematización como metodología para la enseñanza y aprendizaje de la asignatura de gestión, ya sea en la práctica [17][18][19][20] o en la teoría [21][22][23][24][25][26] . De estos, dos artículos agregaron el aprendizaje basado en lecturas 21 y juego de roles 24 como otras estrategias de enseñanza, mientras que 11 % usó el portafolio de evidencia en el aprendizaje autodirigido 27,28 . Únicamente 6 % utilizó la simulación con juegos de rol 29 .…”

“…Estudios como los llevados a cabo por Nkosi 17 en Sudáfrica; Kaiser 18 , Gomes 19 , Opptiz 20 y Meyenberg 21 en Brasil; Ancel 22 y Goktepe 26 en Turquía; Lin 21 en China, así como Jang y Park 23 en Japón, han demostrado que el uso del método de ABP en programas de gestión favorece al desarrollo de habilidades interpersonales, sobre todo en materia de comunicación [17][18][19][20][21]25 , liderazgo 19,20,[24][25][26] , trabajo en equipo [21][22][23][24] y relaciones interpersonales 18,19 . También incrementa las habilidades analíticas [17][18][19][20][22][23][24] (especialmente aquellas relacionadas con la planificación de recursos humanos y materiales).…”

“…De forma paralela, aunque en una baja proporción, también estimula el desarrollo de habilidades de acción, como la toma de decisiones ante situaciones problemáticas 18,21,23,24,26 . Por último, la habilidad menos desarrollada con este método es el uso de la información, vinculada en la práctica con recolectar y analizar la información del entorno hospitalario [22][23][24] .…”

Efecto del Aprendizaje Basado en Problemas en habilidades de Gestión del Cuidado: Estudio cuasiexperimental

“…Some studies, such as those carried out in South Africa, Brazil, Turkey, China and Japan, have shown that using the PBL method in management programs contributes to the development of interpersonal skills, especially communication skills ( 25 - 29 ) , leadership ( 25 , 28 , 30 - 32 ) , teamwork ( 27 , 30 ) and interpersonal relationships ( 28 - 29 ) .…”

“…It also develops skills in continuous improvement topics ( 30 , 34 ) . In the same way, action-related skills are developed, but to a lesser extent, and are associated with being able to establish, organize and evaluate goals/objectives and make timely and risk-free decisions in problematic situations ( ( 27 , 29 - 30 , 32 , 35 ) . Finally, the least developed skill is use of the information, such as collecting and analyzing the hospital environment data ( ( 30 , 34 ) .…”