THE EFFECT OF CASE-BASED LEARNING METHODS ON SELF-CONFIDENCE AND ANXIETY OF PEDIATRIC NURSING STUDENTS IN CLINICAL DECISION MAKING PROCESS

Year 2022, , 501 - 508, 30.12.2022

Mukaddes Demir Acar , Ümran Çevik Güner , Birgül Vural

https://doi.org/10.34087/cbusbed.1052241

Cited By: 2

Abstract

Objective: Clinical decision making is an essential part of nursing process and patient care plan adopted by nurses as a problem solving approach. This study aimed to evaluate the effect of case-based learning methods on self-confidence and anxiety of the students in clinical decision-making process in pediatric nursing lecture.
Materials and Methods: This study was designed as quasi-experimental with two groups. While the first group was a case-based learning group (n=38), the second group was designed as simulation group in addition to case-based learning(n=47).
Results: There was a similarity between the groups in the mean age, gender, income level of the students, area of residence, perception of the profession, their ability to use theoretical knowledge in practice, self-confidence in clinical decision-making before the lecture, anxiety total score, and the mean subscale scores (p>0.05). It was identified that there was an increase in the post-test mean scores of self-confidence for each group, and a decrease in the mean anxiety scores (p<0.05). Although there was no significant difference between the groups in the post-test mean scores, it was found that the mean scores of self-confidence of the case-based learning/simulation group (self-confidence:115.74±20.08, anxiety: 59.59±22.96) were higher, and the mean scores of anxiety were lower (p>0.05).
Conclusion: Enriched teaching methods with active participation such as case-based learning and case-based learning/simulation was determined to be effective on boosting self-confidence and reducing anxiety of pediatric nursing students and it was suggested that more studies would be done on the topic.

Keywords

Case-based learning, pediatric nursing, simulation, clinical decision making, anxiety, self-confidence.

Supporting Institution

Tokat Gaziosmapasa University (Scientific Research Projects Unit)

Project Number

2018/84

Thanks

We would like to thank all students, who helped us complete this study.

VAKA TEMELLİ ÖĞRENME YÖNTEMİNİN PEDİATRİ HEMŞİRELİĞİ ÖĞRENCİLERİNİN KLİNİK KARAR VERME SÜRECİNDE ÖZGÜVEN VE ANKSİYETE ÜZERİNE ETKİSİ

Abstract

Giriş ve Amaç: Klinik karar verme, hemşireler tarafından problem çözme yaklaşımı olarak benimsenen hemşirelik sürecinin ve hasta bakım planının önemli bir parçasıdır. Bu çalışmada, pediatri hemşireliği dersinde vaka temelli öğrenme yöntemlerinin, öğrencilerin klinik karar vermede özgüven ve anksiyetesine etkisinin değerlendirilmesi amaçlanmıştır.
Gereç ve Yöntemler: Bu çalışma iki gruplu yarı deneysel olarak tasarlanmıştır. Birinci grup vaka temelli öğrenme grubu (n=38) iken, ikinci grup vaka temelli öğrenmeye ek olarak simülasyon (n=47) grubu olarak tasarlanmıştır.
Bulgular: Öğrencilerin ders öncesinde yaş, cinsiyet, gelir düzeyi, ikamet ettikleri bölge, mesleğe yönelik algıları, teorik bilgileri pratikte kullanabilmeleri yönünden, klinik karar vermede özgüven ve anksiyete toplam ve alt ölçek puan düzeyleri benzerdi (p>0.05). Her grubun son test özgüven puan ortalamalarında artış, anksiyete puan ortalamalarında azalma olduğu belirlendi (p<0.05). Son test puan ortalamalarında gruplar arasında anlamlı bir fark bulunmamakla birlikte vaka temelli öğrenme/simülasyon grubunun özgüven puan ortalamaları (özgüven:115.74±20.08, kaygı: 59.59±22.96) daha yüksek, anksiyete puan ortalamaları daha düşüktü (p>0.05).
Sonuç: Vaka temelli öğrenme ve vaka temelli öğrenme/simülasyon gibi aktif katılımlı zenginleştirilmiş öğretim yöntemlerinin pediatri hemşireliği öğrencilerinin özgüvenlerini artırmada ve kaygılarını azaltmada etkili olduğu belirlenmiş ve bu konu üzerine daha fazla araştırma yapılması önerilmiştir.

Keywords

Vaka temelli öğrenme, pediatri hemşireliği, simülasyon, klinik karar verme, anksiyete, özgüven.

Project Number

2018/84

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