Effects Of Scenario Simulation Experimental Teaching Pedagogy For Undergraduate Nursing Students On Self-directed Learning Ability In Basic Nursing

ObjectivesScenario simulation teaching method is designed and applied in teaching methodof basic nursing. It is compared with traditional teaching method to research theimportant role of scenario teaching method, to validate the feasibility of scenarioteaching method, to evaluate the effectiveness of scenario teaching method indevelopment learning of nursing strategy. To discuss students’ acceptance of scenarioteaching method, further to validate it as a meaningful learning strategy, to lay thefoundation for the wide use of scenario teaching method in foundation nursing and otherprofessional courses.Methods1. Research sample: This is an experimental study; sample for this study wasbaccalaureate nursing students in third-year undergraduate nursing students ofmedical university. Random sampling was used to select six groups from11groups ofstudents; with17-20students in each group. Three control groups (n=55), and threestudy groups (n=57).2. Research Contents: Basic Nursing was applied in the experimental teaching. Scenariosimulation method was used in the study group while a traditional teaching mode wasused in the control group.3.Research tools:①Nursing students general information questionnaire;②GeneralSelf-Efficacy Scale;③Assessment tool of independent learning ability for nursingstudents;④Assessment of the effect of the application of the scenario simulationspedagogy.4. Evaluation Index: The tests about theoretical knowledge and operational capacitywere used to evaluate the impact of the scenario simulation teaching method betweenthe two groups. 5. Statistical Methods: All data were coordinated and analyzed with SPSS16.0software;comparison were made using descriptive statistics and t test, p value of <0.05wasconsidered statistically significant.Results1.Basic information resultsThere was no significant difference between the age, education of parents, familyfinances, and the origin of students. They were comparable.2.Scores of the general self-efficacy and self-directed learning ability of nursingstudents before and after the teaching intervention.Before the teaching intervention, there was no statistically significant differencebetween the two groups’ scores in general self-efficacy and self-directed learningability of nursing students(P>0.05). After the teaching intervention, there wasstatistically significant difference between the two groups’ scores in generalself-efficacy and self-directed learning ability of nursing students (P﹤0.05), but for the“information ability”(P>0.05). Before and after the teaching intervention, for the studygroup, significant differences were found in the total score and the primary structuresbetween the two groups’ general self-efficacy and self-directed learning ability ofnursing students(P <0.05), but for the “information ability”(P>0.05). Before and afterthe teaching intervention, for the control group, there were no statistically significantdifference scores between the two groups’ general self-efficacy and self-directedlearning ability (P>0.05).3.Scores after the teaching intervention: the theoretical knowledge score of the studygroup was66.691±8.472while the operational capacity score was91.37±4.974; thetheoretical knowledge score of the control group was65.710±8.9855and90.09±5.336for operational capacity. There were no statistically significant difference between thetwo groups’ theoretical knowledge and operational capacity scores (P>0.05).4.Students hold a positive attitude for this scenario simulation teaching mode in generalAfter the experiment, the evaluation results of the study group scenariosimulation teaching method effect displayed:77.2%of the students hoped that thescenario simulation teaching methods would be continue. It was showed that studentshave held a positive attitude for this scenario simulation teaching mode in general.Conclusions1.The scene simulation teaching method of our research design which can be applied in practical teaching of nursing students is feasible.2.Scenario simulation teaching model improve the self-learning ability forundergraduate nursing students.3.Scenario simulation teaching model helps to promote general self-efficacy for nursingundergraduates.4.Scenario simulation teaching model helps to promote critical thinking ability fornursing undergraduates.