Therapeutic communication skills level among students undertaking the pediatric nursing course and the associated influencing factors

Background/Aim The traditional teacher-centered teaching method of pediatric nursing only focuses on the imparting of knowledge, ignoring the cultivation of students’ autonomous learning abilities and the establishment of critical thinking skills. Moreover, the humanized care for pediatric patients is merely a formality, which can’t make a deep impression. This study aimed to explore the application effectiveness of the “One Case to the End” teaching model based on BOPPPS in pediatric nursing teaching. Materials&methods A quasi-experimental research design was conducted in this study. A total of 276 nursing undergraduates from Grades 2020 and 2021 of a medical college were randomly selected, with 138 students in the Grade 2020 serving as the control group and receiving the traditional teaching model, while the students of Grade 2021 served as the experimental group and implemented the “One Case to the End” teaching model based on BOPPPS. At the end of the semester, the study compared the two groups of students’ academic performance, the level of nurses’ professional values and critical thinking abilities. Additionally, it surveyed the experimental group’s satisfaction with the curriculum teaching reform. Results The academic performance, the score of nurses’ professional values and the score of critical thinking abilities of the experimental group were significantly higher than those of the control group (all P < 0.01), and the students in the experimental group had a relatively high evaluation of the reform satisfaction with the new teaching model. Conclusion The “One Case to the End” teaching model based on BOPPPS can effectively enhance students’ academic performance, nurses’ professional values and critical thinking abilities, and improve the teaching quality of pediatric nursing.

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The Effects of Clinical Exposure on Examination Performance of Nursing Students

Schmuke,

Armstrong,

McGroarty

et al. 2024

J Nurs Educ

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Background Timing of didactic theoretical content with clinical experiences can be challenging due to limited clinical placements and insufficient experienced faculty. However, appropriate and timely clinical experiences for nursing students are essential for developing knowledge and skills. This project evaluated the effects of the timing of clinical experiences on examination performance. Method A retrospective review compared students' first examination scores ( n = 1,620) with the timing and type of clinical exposure in a traditional baccalaureate nursing program in the Midwest. Results No significant differences in examination scores and timing of clinical exposures were found in adult medical-surgical courses. However, student examination scores were significantly lower in maternal/neonatal and child-health courses when students did not have a clinical exposure linked to the examination. Conclusion Faculty should consider the effect of the timing of clinical experiences for specialty courses. Timing of medical-surgical content and clinical experiences may not be as essential. [ J Nurs Educ . 2024;63(X):XXX–XXX.]

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Therapeutic communication skills level among students undertaking the pediatric nursing course and the associated influencing factors

Cited by 3 publications

References 19 publications

The effects of child health nursing curriculum-integrated therapeutic activities on therapeutic communication skills of nursing students: Non-randomized study

The effects of child health nursing curriculum-integrated therapeutic activities on therapeutic communication skills of nursing students: Non-randomized study

The application effectiveness of the “One Case to the End” teaching model based on BOPPPS in Pediatric Nursing: A quasi-experimental study

The Effects of Clinical Exposure on Examination Performance of Nursing Students

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