| Titre : | Effectiveness of e-STORY App in clinical reasoning competency and self-directed learning among students in associate nursing program: A quasi experimental study (2022) |
| Auteurs : | Chia-Han Yeh ; Hui-Man Huang ; Chien-Lin Kuo ; Chu-Yu Huang ; Su-Fen Cheng |
| Type de document : | Article |
| Dans : | Nurse Education in Practice (Vol. 64, October 2022) |
| Article en page(s) : | 103456 |
| Note générale : | https://doi.org/10.1016/j.nepr.2022.103456 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Applications mobiles ; Apprentissage ; Élève infirmier ; Raisonnement clinique |
| Mots-clés: | Apprentissage autodirigé |
| Résumé : | Aim The purpose of this study was to promote students? clinical reasoning (CR) and self-directed learning (SDL). The specific aims were: (1) to examine effectiveness of the e-STORY App in promoting nursing students? CR and SDL; and (2) to explore the relationships between levels of learning motivation and suitability of the e-STORY App. Background CR and SDL are core competencies for nursing students. However, new graduates tend to be in adequately prepared in these competencies. Humanoid diagram uses diagrams to guide students in gaining a comprehensive view of the patient issues, which may promote attainment of these competencies. The Z generation students favor learning through smart devices for the feature of no time and spatial limitations. The e-STORY App was developed to overcome the setbacks of creating hard-copy drawings to promote learning effectiveness. Design This quasi-experimental study used two-group repeated measure design with a convenience sample. Methods A total of 77 students from two sections of the ?Seminar for Clinical Case Studies? course participated in the study (experimental group: 39 students; control group: 38 students). Data were collected before, one week after and four weeks after the teaching intervention. The instruments used were demographic information sheet, Huang et al.?s (in press) Clinical reasoning scale and Cheng et al. (2010) Self-directed learning instrument. Results There were no significant differences in the CR and SDL scores between the experimental and control groups one week after the intervention (p?.05). Analyses of the delay effects four weeks after the intervention found significantly higher CR scores in the experimental group than the control group (p |
| Disponible en ligne : | Oui |
| En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595322001706 |
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