مجله مراقبت های نوین
Modern Care Journal
دوشنبه 11 آبان 1405
[Archive]
دوره 11، شماره 2 - ( 4-1393 )
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Abbasi K, Hazrati M, Pourali Mohammadi N, Rajaee Fard A. A comparative study of learning via module versus lecture teaching methods on the knowledge and practice of oncology nurses concerning safety standards with cytotoxic drugs in Shiraz University of Medical Sciences. , Mod Care J. 2014; 11 (2) :103-111
URL: http://mcj.bums.ac.ir/article-1-484-fa.html
URL: http://mcj.bums.ac.ir/article-1-484-fa.html
عباسی خدیجه، حضرتی مریم، پورعلی محمدی نسرین، رجایی فرد عبدالرضا. مقایسه تأثیر دو روش سخنرانی و بسته آموزشی(ماجول) بر دانش و عملکرد پرستاران در رابطه با استانداردهای حفاظتی کار با داروهای سیتوتوکسیک. , مراقبت های نوین. 1393; 11 (2) :103-111
1- خدیجه عباسی، گروه آموزشی داخل جراحی، دانشکده پرستاری و مامایی حضرت زینب(س) دانشگاه علوم پزشکی شیراز. لارستان، ایران. تلفن: 09177923604 پست الکترونیک:abbasikh@yahoo.com
2- مربی گروه آموزشی داخل جراحی، دانشکده پرستاری و مامایی حضرت زینب(س) دانشگاه علوم پزشکی شیراز. لارستان، ایران
3- مربی گروه آموزشی داخل جراحی، دانشکده پرستاری و مامایی حضرت فاطمه(س) دانشگاه علوم پزشکی شیراز. شیراز، ایران
4- استادیار گروه آموزشی آمار، دانشکده بهداشت و تغذیه دانشگاه علوم پزشکی شیراز. شیراز، ایران
2- مربی گروه آموزشی داخل جراحی، دانشکده پرستاری و مامایی حضرت زینب(س) دانشگاه علوم پزشکی شیراز. لارستان، ایران
3- مربی گروه آموزشی داخل جراحی، دانشکده پرستاری و مامایی حضرت فاطمه(س) دانشگاه علوم پزشکی شیراز. شیراز، ایران
4- استادیار گروه آموزشی آمار، دانشکده بهداشت و تغذیه دانشگاه علوم پزشکی شیراز. شیراز، ایران
چکیده: (511 مشاهده)
Background and Aim: All nurses need continuing education, especially those working in oncology wards. In the current programs, there are just two general patterns for teaching: teacher-centered and studentcentered patterns. The aim of this study was to compare the effect of teacher-centered (lecture) and studentcentered (module) teaching methods on the knowledge and practice of oncology nurses in relation to safety standards with cytotoxic drugs.
Materials and Methods: In this quasi-experimental study, all the nurses in Shiraz (2010-2011), who participated in the prescription of cytotoxic drugs to patients were selected (n=86) and randomly divided into three groups. The module group (n=29) used a self-directed module, the lecture group (n=28) was taught by an experienced lecturer in the classroom for 5 hours, and the control group (n=29) did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention using a researcher-made questionnaire and checklist. To analyze the data, paired t-test, Chi-square, one-way ANOVA, and Tukey test were used at 0.05.
Results: Knowledge and practice mean scores increased significantly from baseline in both intervention groups (P0.05). Change of knowledge and practice mean scores in lecture and module grous was significantly more than that of the control group (P0.05).
Conclusion: Given the results of the current study, advantages of student-centered educational methods, nursing workload, and the sensitive nature of the nursing profession, modules can be suggested as a suitable alternative method for lecture.
Materials and Methods: In this quasi-experimental study, all the nurses in Shiraz (2010-2011), who participated in the prescription of cytotoxic drugs to patients were selected (n=86) and randomly divided into three groups. The module group (n=29) used a self-directed module, the lecture group (n=28) was taught by an experienced lecturer in the classroom for 5 hours, and the control group (n=29) did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention using a researcher-made questionnaire and checklist. To analyze the data, paired t-test, Chi-square, one-way ANOVA, and Tukey test were used at 0.05.
Results: Knowledge and practice mean scores increased significantly from baseline in both intervention groups (P0.05). Change of knowledge and practice mean scores in lecture and module grous was significantly more than that of the control group (P0.05).
Conclusion: Given the results of the current study, advantages of student-centered educational methods, nursing workload, and the sensitive nature of the nursing profession, modules can be suggested as a suitable alternative method for lecture.
نوع مقاله: پژوهشي |
دریافت: 1391/12/24 | پذیرش: 1392/12/11 | انتشار: 1393/1/9
دریافت: 1391/12/24 | پذیرش: 1392/12/11 | انتشار: 1393/1/9
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