Effect evaluation of case-based learning with situated cognition theory on competence training for student nurses in pediatric surgery

作者：Miyan Wang, Xiaohong Chen, Yuwei Yang, Haiyan Wang, Yan Yan, Xiao‐Ying Huang, Yanli Bi, Wensha Cao, Guoxue Deng · 发表于：Heliyon · 年份：2023 · DOI：10.1016/j.heliyon.2023.e13427 · 被引用次数：12 · 研究领域：Patient Safety and Medication Errors、Simulation-Based Education in Healthcare、Clinical Reasoning and Diagnostic Skills

Objective The case-based learning with situated cognition theory (CBL-SCT) approach focuses on teaching over learning, making it suited to student nurse education. However, it is rare in student nurse training in pediatric surgery, and some subjective evaluations of the learning effect are still affected by the assessor. This study investigated the effect of the CBL-SCT approach on improving the nursing quality/safety and comprehensive performance of student nurses, and explored a method for analyzing the reliability of subjective evaluations. Methods Thirty-six student nurses were divided into a control group and an experimental group and received seven days of orientation via conventional and CBL-SCT training, respectively. The learning effect was evaluated via examining their implementation of nursing quality criteria within the following month and their comprehensive clinical performance after six months. Among the evaluation indicators, professional skills, job competency, and professional quality were evaluated by assessors, whose scores were tested for consistency using Cronbach's alpha. Results Among the 11 nursing quality criteria, the correct implementation of patient identification and communication ( t = 2.257, P = 0.031), medication-checking ( t = 5.444, P < 0.001), tumbles/bed-falling prevention ( t = 3.609, P = 0.001), pressure injury prevention ( t = 3.834, P = 0.001), catheter management ( t = 3.409, P = 0.002), and nursing record writing ( t = 2.911, P = 0.0...