Ngôn ngữ sử dụng
Cách trích dẫn
Tải xuống
Tóm tắt
Objectives: To assess the prior knowledge of teaching methods among nurse lecturers before participating in the train-of-trainer workshop, namely “Covid-19 and Nursing Education: Strengthening nurse lecturers’ teaching capacities and learning environments for the new nornal”.
Subjects and methods: A cross - sectional study was used to assess the knowledge of teaching methods of all nurse lectures from five nursing schools. An online survey, which had 25 items related to 05 topics in the workshop, was developed.
Results: 26 nurse lecturers completed this online survey. The results of the pre-test survey showed that the average score of knowledge about teaching methods was 12 (± 2.8) with the possible score ranged from 0 - 25 points. Only 02 lecturers correctly answered 19 questions out of a total of 25 questions. The most incorrect answers were given by the lecturers in the knowledge area about debriefing techniques in simulation training and peer support methods.
Conclusion: The initial results of knowledge regarding teaching methods indicated the need of conducting the training program for nurse lecturers. The study outcome has potential application based on its series of training workshops, teaching demonstration and a combination of quantitative and qualitative evaluation on the effectiveness of the training program.
Từ khóa
Tài liệu tham khảo
Ministry of Health, Basic competency standards of Vietnamese nurses. 2012.
Ramsbotham, J., et al., Evaluating the learning environment of nursing students: A multisite cross-sectional study. Nurse education today, 2019. 79: p. 80-85. https://doi.org/10.1016/j.nedt.2019.05.016
Van, H.L, et al, Comprehensive teaching & learning methods in nursing education: A training of trainer handbook. Medical Publishing House, 2022.
Phuong, N.T.A., et al., Exploring Learning Strategies of Nursing Students at Hue University of Medicine. and Pharmacy, Vietnam. Journal of Problem-Based Learning, 2020. 7(2): p. 82-93.
Ministry of Health., Instruction for teaching and learning in health sector training. Medical Publishing House, 2020.
Koles, P.G., et al., The impact of team-based learning on medical students’ academic performance. Academic Medicine, 2010. 85(11): p. 1739-1745. doi: 10.1097/ACM.0b013e3181f52bed.
Gaba, D.M., A brief history of mannequin-based simulation and application. Simulators in critical care and beyond, 2004: p. 7-14.
Fanning, R.M. and D.M. Gaba, The role of debriefing in simulation-based learning. Simulation in healthcare, 2007. 2(2): p. 115-125. DOI: 10.1097/SIH.0b013e3180315539
Hawkins, S., et al., Establishing a tutoring and academic support center: Collaborating with nurse educator students. Journal of Professional Nursing, 2022. 39: p. 19-25. https://doi.org/10.1016/j.profnurs.2021.12.014
Kachaturoff, M., et al., Effects of peer-mentoring on stress and anxiety levels of undergraduate nursing students: An integrative review. Journal of Professional Nursing, 2020. 36(4): p. 223-228. https://doi.org/10.1016/j.profnurs.2019.12.007
Siddiqi, H.S., et al., Peer - Assisted Learning (PAL): An innovation aimed at engaged learning for undergraduate medical students. JPMA. The Journal of the Pakistan Medical Association, 2020. 70(11): p. 1996. doi: 10.5455/JPMA.29714.
công trình này được cấp phép theo Creative Commons Attribution-phi thương mại 4.0 International Giấy phép .
Bản quyền (c) 2023 Tạp chí Khoa học Điều dưỡng