The Influence Of The Teach-back Method On Core Competencies Of Nursing Students During Vocational College Education

Objective:The core competence is the embodiment of comprehensive ability of nursing students in higher vocational colleges,which is also the final goal of education in higher vocational colleges.Previous investigation showed that the core competence of nursing students in vocational colleges was at a medium level,among which critical thinking reasoning ability gained the lowest dimension value.Our study aims to improve the core competenee of nursing students through formulating the content and questionnaire of Teach-back teaching scheme,further to assess the effect of clinical biomedical science and critical thinking reasoning ability in six dimensions of core competence,and explore the exact content of the four-layer Teach-back teaching program,including"teaching,feeding,clarifying and mentioning".The present study is to improve the teaching method of core competence training of nursing students,promote the clinical core competence,create an innovative training mode centering on core competence of nursing students in higher vocational colleges,and finally meet the requirement of clinical practical talents.Methods:The Teach-back teaching program team included one director of the department of nursing and research,two head nurses of rehabilitation department in the provincial Tertiary hospitals,and two rehabilitation nursing teachers with the specialized qualification certificate.The questionnaire,chapter content,and the time of Teach-back teaching program were established based on the higher vocational education related documents of Ministry of Education,personnel training programs,rehabilitation nursing curriculum standards in school,and the current situation of vocational nursing students.The content of clinical Teach-back health education was quoted to build the teach-back teaching program focusing on improving the core competence of nursing students via the literature analysis method.Nursing students of the second year in four administrative classes of a higher vocational college in Hangzhou were selected by the convenience sampling method.Using the numbering and grasping methods,100 students in 2 administrative classes were selected from March to June 2018,who were divided into the experimental and control group according to the classes(50 in the experimental group and 50 in the control group),and received the clinical education(rehabilitation nursing)of the nursing specialty separately in two groups.Students in both two groups received regular rehabilitation nursing education.Additionally,the students in experimental group accepted the Teach-back teaching program.The intervention effect was evaluated by the initial and final theoretical test scores and nursing evaluation ability scale.RESULTS:Baseline survey data of the experimental group showed that there was no statistical difference of 10 items between two groups,including age,gender,ethnicity,family origin,love extent of nursing,the nature of high school education,whether they had received critical education or training,and whether they had heard of the critical thinking,whether they were willing to engage in nursing work after graduation,and whether they needed critical thinking in daily work(P>O.05).The score of the initial rehabilitation nursing test of the experimental group was 56.16±8.33,and the score of the initial evaluation of the control group was 56.97±10.31,which revealed that there was no significant difference between the two groups in the early stage of teaching evaluation(P>0.05).The final evaluation scores of the experimental and control group were 70.62±13.20 and 64.91±11.72 respectively,which showed that the scores of the students in two groups improved at a later stage after the intervention,and the difference between the two groups was statistically significant(P<0.05).The scores of critical thinking disposition inventory-Chinese version(CTDI-CV)between the two groups were compared before the intervention.The results demonstrated that there was no difference between the groups in the eight items,including seeking truth,open thought,analytical ability,systemic ability,self-confidence,curiosity,cognitive maturity and critical thinking(P>0.05).And after the intervention,the scores of eight items were significantly improved,compared to the control group(P<0.05),which illustrated that the total scores of clinical nursing theory knowledge,single and total scores of the critical thinking ability in experimental group were significantly increased than scores in control group.Conclusion:The teach-back teaching program(four layer-mode of "teaching,feeding,clarifying and mentioning")can effectively improve students' clinical knowledge,increase the ability of nursing students to seek truth,open mind,improve students'self-confidence,curiosity and ability of analyzing,Systematization,critical thinking,cognitive maturity,thus to increase the core competence of nursing students in higher vocational education,which is worthy of application and promotion in higher vocational colleges.