Effects of Direct Practice of Newborn Health Assessment on Students’ Nursing Clinical Competence and Self-Efficacy
Purpose: This study was done to examine the effect of direct practice of newborn health assessment on nursing student’s clinical competence and self-efficacy and to propose effective strategies for clinical education on newborn care. Methods: Design was a nonequivalent control group quasi-experiment...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Korean Academy of Child Health Nursing
2016-04-01
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| Series: | Child Health Nursing Research |
| Subjects: | |
| Online Access: | http://www.e-chnr.org/upload/pdf/chnr-22-2-117.pdf |
| Summary: | Purpose: This study was done to examine the effect of direct practice of newborn health assessment on nursing student’s clinical competence and self-efficacy and to propose effective strategies for clinical education on newborn care. Methods: Design was a nonequivalent control group quasi-experimental study. The direct practice program was composed of a lecture, demonstration, drill and feedback using a manikin, and repeated direct practice regarding newborn health assessment. Participants were 65 student nurses taking the pediatric nursing practicum in the nursery room at M hospital. The experimental group (n=33) participated in the direct practice program for newborn health assessment and the control group (n=32) received the traditional practice method. Nursing clinical competence was assessed by two nurse investigators and structured questionnaires were used to measure self-efficacy. Results: The experimental group’s clinical competence was significantly higher than that of the control group (t = -4.82, p = .000). However no significant difference was found between the two groups for self-efficacy (t = 1.264, p = .211). Conclusion: These findings indicate that the direct practice program is effective in improving nursing student’s clinical competence, but it was not effective in increasing self-efficacy. Direct practice in various clinical education settings is recommended and longitudinal effects be evaluated. |
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| ISSN: | 2287-9110 2287-9129 |