@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;7(6):369-375
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;7(6):369-375
Comparing the Workshop and Clinical Teammate Methods in Teaching the Arterial Blood Gas Interpretation to Critical Care Nurses
ARTICLE INFO
Article Type
Original ResearchAuthors
Ebrahimian A. (1 )Khalesi N. (* )
Sarikhani L. (2 )
Tourdeh M. (3 )
(* ) Health Information Management Research Center, Tehran University of Medical Sciences, Tehran, Iran
(1 ) Medical-Surgical Department, School of Nursing and Allied Medical Sciences, Semnan University of Medical Sciences, Semnan, Iran
(2 ) Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran
(3 ) Health Information Management Research Center, Tehran University of Medical Sciences, Tehran, Iran
Correspondence
Address: Health Information Management Research Center, Paramedical Faculty,Tehran University of Medical Sciences, Qods Street, Tehran, IranPhone: +98 233354192
Fax: +982333654161
abbas2ali2000@yahoo.com
Article History
Received: April 29, 2014Accepted: August 30, 2014
ePublished: February 4, 2015
ABSTRACT
Aims
The sufficient knowledge of nurses has an important role in increase of nurses’ care in
the critical units. Work-centered learning or learning in work place is one of the ways which
is considered recently in the education of the professions related to Medicine and Nursing.
This study aimed to compare two clinical teammate educator and workshop methods in the
interpretation of arterial blood gases to the nurses working in the intensive care units.
Materials & Methods In this quasi experimental study, from Firoozgar Tehran hospital intensive care units 3 units were randomly selected as number one experimental unit (clinical teammate method) and number 2 and 3 experimental units (workshop method) in 2013. The samples included nurses working in these units selected with achievable sampling. At the beginning and the end of the training courses, the knowledge of nurses in the interpretation of arterial blood gases in both groups was measured using a questionnaire. Data were analyzed by SPSS 19 software using descriptive and inferential statistics (Independent-T, exact Fisher and pair-T tests).
Findings There was a significant difference between before and after Nurses’ mean scores in workshop method group but there was no statistically significant difference between before and after nurses’ mean scores in clinical teammate group.
Conclusion Using workshop method is more appropriate compared with clinical teammate method to train the interpretation of arterial blood gases to the nurses of the critical care units.
Materials & Methods In this quasi experimental study, from Firoozgar Tehran hospital intensive care units 3 units were randomly selected as number one experimental unit (clinical teammate method) and number 2 and 3 experimental units (workshop method) in 2013. The samples included nurses working in these units selected with achievable sampling. At the beginning and the end of the training courses, the knowledge of nurses in the interpretation of arterial blood gases in both groups was measured using a questionnaire. Data were analyzed by SPSS 19 software using descriptive and inferential statistics (Independent-T, exact Fisher and pair-T tests).
Findings There was a significant difference between before and after Nurses’ mean scores in workshop method group but there was no statistically significant difference between before and after nurses’ mean scores in clinical teammate group.
Conclusion Using workshop method is more appropriate compared with clinical teammate method to train the interpretation of arterial blood gases to the nurses of the critical care units.
CITATION LINKS
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[9]Myrick F, Yonge O, Billay D. Preceptorship and practical wisdom: A process of engaging in authentic nursing practice. Nurse Educ Pract. 2010;10(2):82-7.
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[17]Carlisle C, Calman L, Ibbotson T. Practice-based learning: The role of practice education facilitators in supporting mentors. Nurs Educ Today. 2009;29(7):715-21.
[18]Gordon P, Tomasa L, Kerwin J. ACGME Outcomes Project: Selling our expertise. Fam Med. 2004;36(3):164-7.
[19]Ebrahimian AA, Fakhremovahedi A, Hossain Saeidi M. Peer-centered retraining management of the nurses in intensive care units. J Health Administ. 2013;16(52):86-94.
[20]Shiri H, Nikravan-Mofrad M. Intensive care in ICU. Tehran: Nooredanesh; 2010.
[21]Ravanipour Maryam, kamali F, Bahreini M, Vahedparast H. Facilitators and barriers in application of peer learning in clinical education according to Nursing students. Iran J Educ Med Sci. 2011;6(11):569-79.
[22]Kohan S, Abaszadeh A, Babamohammadi H, Kohan M. The survey of the knowledge and performance of nursing staff in blood transfusion and blood products. J Kerman Razi Faculty Nurs Midwifery. 2005;5(2):32-6.
[23]Mohammadi GR and Ebrahimian AA. Evaluating the knowledge of intensive care unit nursing staffs. Iran J Crit Care Nurs. 2008;2(1):41-6.
[24]Dadgari A, Yaghmaie F, Shahnazarian J, Dadvar L. Nurses Knowledge, Attitude and Practice in Prevention of ICU Syndrome. Knowledge Health. 2007;2(3):28-35.
[25]Mirzaei R, Borhani F, Fasihi Harandi T. Student's perception of clinical learning environment. Iran J Med Educ. 2014;14(7):641-50.
[26]Gilmour JA, Kopeikin A, Douche J. Student nurses as peer-mentors: Collegiality in practice. Nurse Educ Pract. 2007;7(1):36-43.
[27]Grugnetti AM, Bagnasco A, Rosa F, Sasso L. Effectiveness of a clinical skills workshop for drug-dosage calculation in a nursing program. Nurse Educ Today. 2014 Apr;34(4):619-24
[28]Yost J, Ciliska D, Dobbins M. Evaluating the impact of an intensive education workshop on evidence-informed decision making knowledge, skills, and behaviours: A mixed methods study. BMC Med Educ. 2014;14(13):1-21.
[29]Khodam H, Kolaghari Sh. Impact of workshop training of time management skills on its application by head nurses. Nurs Res. 2009;4(12):63-9.
[2]Parandeh A, Hage Amini Z. Practice-based learning and its outcomes in nursing students’ education. Educ Ethics Nurs. 2013;2(3):1-8.
[3]Price B. Key principles in assessing students' practice-based learning. Nurs stand. 2012;26(49):42-9.
[4]Hekmatpou D, Jahani F, Nejat N. Exploration of characteristics of a competent nursing faculty member: A qualitative study. Iran J Nurs Res. 2013;8(1):58-67.
[5]Pazandeh F, Abedian K, Jannesari SH, Alavi Majd H. Opinions of nursing and midwifery students regarding an effective clinical tutor at medical universities in Tehran. Faculty Nurs Modwifery Q. 2007;16(55):46-54.
[6]Gordanshekan M, Yarmohammadian M, Ajami S. The Effect of Teaching Meta-cognition Package on Self-Directed Learning in Medical Records Students of Isfahan University of Medical Sciences. Iran J Med Educ. 2010;10(2):131-40.
[7]Bulut H, Hisar F, Demir SG. Evaluation of mentorship programme in nursing education: A pilot study in Turkey. Nurse Educ Today. 2010 Nov;30(8):756-62.
[8]Pollard C, Ellis L, Stringer E, Cockayne D. Clinical education: A review of the literature. Nurse Educ Pract. 2007;7(5):315-22.
[9]Myrick F, Yonge O, Billay D. Preceptorship and practical wisdom: A process of engaging in authentic nursing practice. Nurse Educ Pract. 2010;10(2):82-7.
[10]Gholizadeh P, Hassanjani R. Knowledge of nurses about using vials and electrolytes. Journal of babol university of medical sciences. J Babol Univ Med Sci. 2003;5(2):52-5.
[11]Monhan R. Potential outcomes of clinical experience. J Nurs Educ. 1991;30(4):176-81.
[12]Scheetz L. Baccalaureate nursing student preceptorship programs and the development of clinical competence. J Nurs Educ. 1989;28(1):29-35.
[13]Ebrahimian A, Khalesi N, Tourdeh M. Continuing education of intensive and emergency units nurses during clinical shifts. Health Med. 2012;6(10):3346-50.
[14]Ibrahim SA, Mahran SM. Attributes of nursing staff development Port Said hospitals. J Nurses Staff Dev. 2010;26(1):6-13.
[15]Ogrinc G, Headrick LA, Morrison LJ, Foster T. Teaching and assessing resident competence in Practice-based Learning and Improvement. J Gen Intern Med 2004;19(5pt2):496-500.
[16]Moore DE, Pennington FC. Practice-based learning and improvement. J Contin Educ Health Prof. 2005;23(S1):73-80.
[17]Carlisle C, Calman L, Ibbotson T. Practice-based learning: The role of practice education facilitators in supporting mentors. Nurs Educ Today. 2009;29(7):715-21.
[18]Gordon P, Tomasa L, Kerwin J. ACGME Outcomes Project: Selling our expertise. Fam Med. 2004;36(3):164-7.
[19]Ebrahimian AA, Fakhremovahedi A, Hossain Saeidi M. Peer-centered retraining management of the nurses in intensive care units. J Health Administ. 2013;16(52):86-94.
[20]Shiri H, Nikravan-Mofrad M. Intensive care in ICU. Tehran: Nooredanesh; 2010.
[21]Ravanipour Maryam, kamali F, Bahreini M, Vahedparast H. Facilitators and barriers in application of peer learning in clinical education according to Nursing students. Iran J Educ Med Sci. 2011;6(11):569-79.
[22]Kohan S, Abaszadeh A, Babamohammadi H, Kohan M. The survey of the knowledge and performance of nursing staff in blood transfusion and blood products. J Kerman Razi Faculty Nurs Midwifery. 2005;5(2):32-6.
[23]Mohammadi GR and Ebrahimian AA. Evaluating the knowledge of intensive care unit nursing staffs. Iran J Crit Care Nurs. 2008;2(1):41-6.
[24]Dadgari A, Yaghmaie F, Shahnazarian J, Dadvar L. Nurses Knowledge, Attitude and Practice in Prevention of ICU Syndrome. Knowledge Health. 2007;2(3):28-35.
[25]Mirzaei R, Borhani F, Fasihi Harandi T. Student's perception of clinical learning environment. Iran J Med Educ. 2014;14(7):641-50.
[26]Gilmour JA, Kopeikin A, Douche J. Student nurses as peer-mentors: Collegiality in practice. Nurse Educ Pract. 2007;7(1):36-43.
[27]Grugnetti AM, Bagnasco A, Rosa F, Sasso L. Effectiveness of a clinical skills workshop for drug-dosage calculation in a nursing program. Nurse Educ Today. 2014 Apr;34(4):619-24
[28]Yost J, Ciliska D, Dobbins M. Evaluating the impact of an intensive education workshop on evidence-informed decision making knowledge, skills, and behaviours: A mixed methods study. BMC Med Educ. 2014;14(13):1-21.
[29]Khodam H, Kolaghari Sh. Impact of workshop training of time management skills on its application by head nurses. Nurs Res. 2009;4(12):63-9.