Maria Soledad Kappes Ramirez1. 1. Nursing School, San Sebastian University, Lago Panguipulli 1390, Puerto Montt 5501842, Chile. Electronic address: maria.kappes@uss.cl.
Abstract
OBJECTIVES: An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. METHODS: Students in the sample are stratified by performance, with the experimental group (49 students) being exposed to self-instruction and clinical simulation on the topic of standard precautions and special precautions according to disease transmission mechanisms. Conventional classes on the same topics were provided to the control group (49 students). RESULTS: The experimental group showed the best performance in the multiple-choice post-test of knowledge (p=0.002) and in the assessment of essay questions (p=0.043), as well as in the evaluation of a simulated scenario, in relation to the control group. CONCLUSIONS: This study demonstrates that it is possible to transfer some teaching subjects on the prevention of Healthcare Associated Infections (HAIs) to self-learning by means of virtual teaching strategies with good results. This allows greater efficiency in the allocation of teachers to clinical simulation or learning situations in the laboratory, where students can apply what they have learned in the self-instruction module.
OBJECTIVES: An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. METHODS: Students in the sample are stratified by performance, with the experimental group (49 students) being exposed to self-instruction and clinical simulation on the topic of standard precautions and special precautions according to disease transmission mechanisms. Conventional classes on the same topics were provided to the control group (49 students). RESULTS: The experimental group showed the best performance in the multiple-choice post-test of knowledge (p=0.002) and in the assessment of essay questions (p=0.043), as well as in the evaluation of a simulated scenario, in relation to the control group. CONCLUSIONS: This study demonstrates that it is possible to transfer some teaching subjects on the prevention of Healthcare Associated Infections (HAIs) to self-learning by means of virtual teaching strategies with good results. This allows greater efficiency in the allocation of teachers to clinical simulation or learning situations in the laboratory, where students can apply what they have learned in the self-instruction module.
Authors: Pedro Parreira; Paulo Santos-Costa; João Pardal; Teresa Neves; Rafael A Bernardes; Beatriz Serambeque; Liliana B Sousa; João Graveto; Marja Silén-Lipponen; Ulla Korhonen; Leena Koponen; Mikko Myllymäki; Amaia Yurrebaso Macho; Alexander L Ward Mayens; Eva Maria Picado Valverde; Raquel Guzmán Ordaz; Juan Antonio Juanes Méndez; Jose Luis Pérez Iglesias; José Antonio Mirón Canelo; Aleksandra Jankowiak-Bernaciak; Amelia Patrzała; Grażyna Bączyk; Anna Basa; Alcinda Maria do Sacramento Costa Reis; Joaquim Augusto Simões; Ana Luísa Torres; Maria do Rosário Pinto; Anabela Salgueiro-Oliveira Journal: J Pers Med Date: 2022-01-28
Authors: Jos H Verbeek; Blair Rajamaki; Sharea Ijaz; Riitta Sauni; Elaine Toomey; Bronagh Blackwood; Christina Tikka; Jani H Ruotsalainen; F Selcen Kilinc Balci Journal: Cochrane Database Syst Rev Date: 2020-04-15