The Effectiveness of Blended and Problem-based Learning to Improve the Geriatric Nursing of Critical Thinking and Ethical Competence Among Nursing Students
试验速览
- 阶段
- 不适用
- 入组人数
- 100
- 试验地点
- 1
- 主要终点
- Moral distress scale
研究概览
简要总结
Medical ecology is a highly uncertain and high-pressure environment. Nurses must use their thinking to make critical judgments and decisions in a short time. Since the outbreak of the Covid-19 epidemic, many universities have produced a lot of innovative inf teaching styles. With the reduction of budget and the evaluation of teaching quality, the blended learning model is gradually being valued by educators.
The aims of this study are to establish a teaching model that applies blended learning and problem-oriented teaching, and to explore the association and effectiveness of critical thinking and ethical competence of research subjects after this intervention in which shortens the gap in learning and practicing for increasing clinical nursing capabilities.
详细描述
Medical ecology is a highly uncertain and high-pressure environment. Nurses must use their thinking to make critical judgments and decisions in a short time. Since the outbreak of the Covid-19 epidemic, many universities have produced a lot of innovative inf teaching styles. With the reduction of budget and the evaluation of teaching quality, the blended learning model is gradually being valued by educators.
The aims of this study are to establish a teaching model that applies blended learning and problem-oriented teaching, and to explore the association and effectiveness of critical thinking and ethical competence of research subjects after this intervention in which shortens the gap in learning and practicing for increasing clinical nursing capabilities.
After the implementation of this protocol, the participants would increase the critical thinking and ethical competence of nursing students in geriatric nursing. Also, the teacher can self-review the teaching effect and analyze the actual situation of the students in the construction of ethical competency as a teaching reference to improve or revise teaching strategies.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Double (Participant, Outcomes Assessor)
入排标准
- 年龄范围
- 20 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •The research object of this project will be the students in the nursing class of a university (third year students), and the students who have taken 2 credits each of " Profession and Ethics"in two working class.
排除标准
- •Students that have selected " Profession and Ethics" but do not wish to participate in this study
研究组 & 干预措施
The protocol of blended and problem-based learning
The experimental group will accept the protocol of blended and problem-based learning in the professional ethics course, 2 hours /per week, for 18 weeks
干预措施: The protocol of blended and problem-based learning (Other)
The traditional problem-oriented teaching model
The control group will accept the traditional problem-oriented teaching model in the professional ethics course, 2 hours /per week, for 18 weeks
干预措施: The traditional problem-oriented teaching model (Other)
结局指标
主要结局
Moral distress scale
时间窗: eighteen weeks after intervention(T1)
This scale is the earliest measurement tool developed in the United States. It can effectively quantify the degree of moral distress generated by nurses when performing care activities. There are 11 questions in total. It can be used to simultaneously measure the frequency of incidents of moral and ethical distress during work and the range of scores. On a scale of 1 (never) to 5 (always), it is also possible to further assess the density of subjects faced with ethically distressing events, with scores ranging from 1 (never) to 5 (many), and when the two are multiplied, which is expressed as the degree of moral and ethical distress. The lower the score, the lower the moral and ethical distress experienced by the nurse in the experience of clinical practice, but the higher the score, the more painful the feelings caused by the moral and ethical distress. higher.
The Critical Thinking Disposition Inventory(CTDI-CV)
时间窗: eighteen weeks after intervention(T1)
This scale is a scale commonly used in education to evaluate critical thinking assessments. There are 18 items in total. The overall internal consistency and retest stability coefficient both exceed 0.8. It has good reliability and validity. The total score ranges from 18 to 108, with higher scores indicating greater critical thinking ability.
Nurses' Moral Courage Scale，NMCS
时间窗: eighteen weeks after intervention(T1)
This scale is mainly used to measure the moral courage of clinical nurses' self-assessment. The scale consists of four dimensions and 21 items. They were: ethics (7 items), commitment to good patient care (5 items), compassion and genuine presence with patients (5 items), and ethical responsibility (4 items). Using the Likert 5-point scoring method, "completely disagrees with me" is 1 point, "somewhat disagrees with me" is 2 points, "somewhat agrees with me" is 3 points, "somewhat agrees with me" is 4 points, and "meets me" is 5 points. "Completely agree" is 5 points, and the total scale is 21 to 105 points. The higher the score, the greater the moral courage of the nurse.
The Critical Thinking Disposition Inventory(CTDI-CV)
时间窗: Baseline (T0)
This scale is a scale commonly used in education to evaluate critical thinking assessments. There are 18 items in total. The overall internal consistency and retest stability coefficient both exceed 0.8. It has good reliability and validity. The total score ranges from 18 to 108, with higher scores indicating greater critical thinking ability.
Moral distress scale
时间窗: Baseline (T0)
This scale is the earliest measurement tool developed in the United States. It can effectively quantify the degree of moral distress generated by nurses when performing care activities. There are 11 questions in total. It can be used to simultaneously measure the frequency of incidents of moral and ethical distress during work and the range of scores. On a scale of 1 (never) to 5 (always), it is also possible to further assess the density of subjects faced with ethically distressing events, with scores ranging from 1 (never) to 5 (many), and when the two are multiplied, which is expressed as the degree of moral and ethical distress. The lower the score, the lower the moral and ethical distress experienced by the nurse in the experience of clinical practice, but the higher the score, the more painful the feelings caused by the moral and ethical distress. higher.
Nurses' Moral Courage Scale，NMCS
时间窗: Baseline (T0)
This scale is mainly used to measure the moral courage of clinical nurses' self-assessment. The scale consists of four dimensions and 21 items. They were: ethics (7 items), commitment to good patient care (5 items), compassion and genuine presence with patients (5 items), and ethical responsibility (4 items). Using the Likert 5-point scoring method, "completely disagrees with me" is 1 point, "somewhat disagrees with me" is 2 points, "somewhat agrees with me" is 3 points, "somewhat agrees with me" is 4 points, and "meets me" is 5 points. "Completely agree" is 5 points, and the total scale is 21 to 105 points. The higher the score, the greater the moral courage of the nurse.
次要结局
未报告次要终点
研究者
Chia Jung Hsieh
Ph.D., RN, Associate Professor
National Taipei University of Nursing and Health Sciences