AI Article Synopsis
- The transition from nursing students to new nurses is challenging, and this study explores an educational method combining think-aloud techniques with case-based learning to ease this process.
- The study involved 98 new nurses in China, with a control group receiving only case-based learning while the observation group integrated both approaches during teaching rounds, leading to significant differences in their case analysis and critical thinking scores.
- Results showed that the observation group had higher scores and reported enhanced learning strategies and improved psychological well-being, suggesting that this combined teaching method is effective in nursing education.
Article Abstract
Background: The transition from nursing students to working as new nurses can be a challenging process. This study aimed to assess the efficacy of a pedagogical approach amalgamating the think-aloud approach and case-based learning in the instructional rounds for new nurses.
Methods: Utilizing convenience sampling, new nurses were selected between 2020 and 2021 in China cancer hospital. A total of 98 participants agreed to participate, with 50 enrolled in 2020 as the control group and 48 in 2021 as the observation group. Across a span of weeks 1, 3, 5, 7, 9, and 11, each clinical department conducted six teaching rounds. The observation group engaged in teaching rounds combining the think-aloud approach with case-based learning, whereas the control group solely utilized case-based learning. Disparities in case analysis scores and critical thinking ability between the two groups were scrutinized, alongside an analysis of learning strategies and the observation group feedback.
Results: The observation group exhibited superior case analysis scores (91.92 ± 6.33) and overall critical thinking ability scores (308.39 ± 35.88) in comparison to the control group, which scored (85.27 ± 5.39) and (275.11 ± 31.32) respectively, reflecting statistically significant variances (t = 1.868 ~ 6.361, P < 0.05). Predominant learning strategies employed in the observation group ranged from cognitive to meta-cognitive, followed by psychosocial strategies. During interviews focused on nurses' feedback on the learning process, themes emerged surrounding the enhancement of learning proficiency, invigoration of learning enthusiasm, and bolstering psychological well-being.
Conclusion: The combination of think-aloud approach and case-based learning in nursing teaching rounds greatly improves the efficiency of training and the critical thinking acuity of new nurses. Concurrently, it facilitated an evaluation of learning strategies, thereby offering valuable insights for the nursing teaching rounds of new nurse.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11344412 | PMC |
| http://dx.doi.org/10.1186/s12909-024-05891-4 | DOI Listing |
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