Educational Problems
Conditions
Keywords
Clinical lab session, Elsiever clinical skill, traditional lab session, students satisfaction
Brief summary
This study aimed to investigate the effectiveness of utilizing an Elsevier clinical skill platform in clinical nursing education. 1.2. Research hypotheses 1. Nursing students who assign for the critical care clinical course modules using Elsevier clinical skill platform obtain a higher score in the OSCE than who receive clinical Lab session on campus. 2. Nursing students who utilize an Elsevier clinical skill are more satisfied in the clinical education journey.
Detailed description
A quasi-experimental, two groups, pre-posttest study was carried out in Nursing college, King Khalid University, Kingdome of Saudi Arabia. 2.2 Instruments 1. Pre-posttest per skill was conducted for both group the Elsevier clinical skill group (ECS Group) and traditional Clinical Lab Session group (CLS Group), to assess the students' knowledge level before and after receiving each scheduled Lab Module. 2. Objective Structured Clinical Evaluation (OSCE): The summative OSCE included practical stations with an associated written paper for each skill examined. For the practical station, Students must pass the practical station (100%), as well as the relevant written station (70%) to achieve a pass in that scope of practice skill according to Exam policy & Procedure. 3. Students' perception of Usability and Learning of Elsevier Clinical Skill: included 8 questions developed by Rowe et al, 2017 categorized into two main themes: 1st theme is relevant to the Usability of the platform (4 items) and 2nd theme reflected the Learning enhancement while using the platform (4 items). Each item was scored on a three-point Likert scale as follows: Strongly agree or agree (3), Neither agree nor disagree (2) and Strongly disagree or disagree (1). The overall perceptions of students with both online and traditional lab experiences included and score ranged between (1-3) as 1= Much better than or better than, 2= About the same as 2, Much worse than or not as good as 3 2.3 Participants: A convenience sample of all students enrolled in the critical care nursing course (n=52) were divided into two groups and random selection was implemented by the registration office following the inclusion criteria for all students who were enrolled first time receive critical care nursing course. Therefore, two students were withdrawn at the beginning of the course. The first group represented the control group the Clinical Lab session (25 students), whilst the second group represented the intervention group the Elsevier clinical skill (25 students).
Interventions
OTHERlab session
assign students to clinical modules for study the clinical lab scope of practice
Sponsors
Beni-Suef University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Intervention model description
A quasi-experimental, two groups, pre-posttest study was carried out in Nursing college, King Khalid University, Kingdome of Saudi Arabia.
Eligibility
Sex/Gender
FEMALE
Age
20 Years to 22 Years
Healthy volunteers
Yes
Inclusion criteria
* Must be passed all prerequisite nursing courses
Exclusion criteria
* Unwilling to participate * Request to use traditional lab session
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Improve student's performance per clinical lab session | 13 lab session-13 weeks | 1\. Pre-posttest per skill was conducted for both group the Elsevier clinical skill group (ECS Group) and traditional Clinical Lab Session group (CLS Group), to assess the students' knowledge level before and after receiving each scheduled Lab Module. |
| evaluate effectiveness of teaching pedagogy | Week 14 | 2\. Objective Structured Clinical Evaluation (OSCE): The summative OSCE included practical stations with an associated written paper for each skill examined. For the practical station, Students must pass the practical station (100%), as well as the relevant written station (70%) to achieve a pass in that scope of practice skill according to Exam policy & Procedure. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| assess students' perception of Usability and Learning of Elsevier Clinical Skill: | up to 15 weeks | Included 8 questions 1st theme is relevant to the Usability of the platform (4 items) and 2nd theme reflected the Learning enhancement while using the platform (4 items). Each item was scored on a three-point Likert scale as follows: Strongly agree or agree (3), Neither agree nor disagree (2) and strongly disagree or disagree (1). The overall perceptions of students with both online and traditional lab experiences included and score ranged between (1-3) as 1= Much better than or better than, 2= About the same as 2, Much worse than or not as good as 3 |
Countries
Saudi Arabia
Outcome results
None listed