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Volume 14, Issue 42 (2021)
JMED 2021, 14(42): 46-53 |
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Fereidouni Golsifi A, Yousefi H. Evaluation of the Effect of Feedback-based Education of IV Insertion Skills to Undergraduate Nursing Students. JMED 2021; 14 (42) :46-53
URL: http://edujournal.zums.ac.ir/article-1-1406-en.html
URL: http://edujournal.zums.ac.ir/article-1-1406-en.html
1- Nursing and midwifery department, Isfahan University of Medical sciences, Isfahan, Iran
2- Nursing and midwifery department, Isfahan University of Medical sciences, Isfahan, Iran ,yousefi@nm.mui.ac.ir
2- Nursing and midwifery department, Isfahan University of Medical sciences, Isfahan, Iran ,
Abstract: (4829 Views)
Background & Objective: Studies show that students lack sufficient clinical skills during the nursing apprenticeship course despite their strong theoretical knowledge. Feedback-based education is one of the teaching methods used for this group of students. The present study aimed to determine the effect of feedback-based education on first-semester nursing students’ skill of IV insertion.
Materials & Methods: In this clinical trial, the subjects were selected by convenience sampling and randomly divided into two 20-member intervention and control groups. While feedback-based education was provided to the subjects in the intervention group, the participants in the control group received conventional education. A researcher-made checklist was filled by all participants immediately after the education process and at the end of the semester and the two groups were compared in this regard. Data analysis was performed in SPSS version 19 using paired t-test and independent t-test. In addition, a P-value of 0.05 was considered statistically significant.
Results: In this study, the results revealed a significant difference between the intervention and control groups immediately after the education process (t=2.71, P=0.04). However, this difference was not significant at the end of the semester (four months later) (t=1.79, P=0.12).
Conclusion: According to the results of the study, while feedback-based education significantly improved the nursing students’ skill of IV insertion in short term, this improvement was not permanent. It is recommended that more studies be conducted in this area.
Materials & Methods: In this clinical trial, the subjects were selected by convenience sampling and randomly divided into two 20-member intervention and control groups. While feedback-based education was provided to the subjects in the intervention group, the participants in the control group received conventional education. A researcher-made checklist was filled by all participants immediately after the education process and at the end of the semester and the two groups were compared in this regard. Data analysis was performed in SPSS version 19 using paired t-test and independent t-test. In addition, a P-value of 0.05 was considered statistically significant.
Results: In this study, the results revealed a significant difference between the intervention and control groups immediately after the education process (t=2.71, P=0.04). However, this difference was not significant at the end of the semester (four months later) (t=1.79, P=0.12).
Conclusion: According to the results of the study, while feedback-based education significantly improved the nursing students’ skill of IV insertion in short term, this improvement was not permanent. It is recommended that more studies be conducted in this area.
Article Type : Orginal Research |
Received: 2021/01/17 | Accepted: 2021/08/22 | Published: 2021/09/7
Received: 2021/01/17 | Accepted: 2021/08/22 | Published: 2021/09/7
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