Volume 31, Issue 1 (May 2024)
JBUMS 2024, 31(1): 91-101 |
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Research code: 456281
Ethics code: IR.BUMS.REC.1400.170
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Nasirizade M, Bagherian S, Salmani F, Chapari G. Comparison of workshop and virtual training methods on the quality of report writing by nursing students. JBUMS 2024; 31 (1) :91-101
URL: http://journal.bums.ac.ir/article-1-3393-en.html
URL: http://journal.bums.ac.ir/article-1-3393-en.html
1- Department of Nursing, School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran
2- Department of Nursing, Department of Operating Room, School of Paramedical, Social determinants of Health Research Center, Birjand University of Medical Sciences, Birjand, Iran
3- Department of Epidemiology and Biostatistics, School of Health, Social Determinants of Health Research Center, Birjand University of Medical Sciences, Birjand, Iran
4- Student Research Committee, Birjand University of Medical Sciences, Birjand, Iran ,ghchapari@gmail.com
2- Department of Nursing, Department of Operating Room, School of Paramedical, Social determinants of Health Research Center, Birjand University of Medical Sciences, Birjand, Iran
3- Department of Epidemiology and Biostatistics, School of Health, Social Determinants of Health Research Center, Birjand University of Medical Sciences, Birjand, Iran
4- Student Research Committee, Birjand University of Medical Sciences, Birjand, Iran ,
Abstract: (196 Views)
Background and Aims: The quality of reports plays a crucial role in patient care. Statistics reveal instances of negligence in patient care due to ineffective reporting by nurses, underscoring the need for enhanced efforts in nursing student education. Given the variety of methods available for teaching report writing, this study aimed to compare the efficacy of workshop and virtual training approaches in improving the quality of report writing among nursing students at Birjand University of Medical Sciences.
Materials and Methods: This interventional study involved 111 nursing students from Birjand, randomly allocated into three groups of virtual training (n=36), workshop training (n=36), and control (n=39). For students in the workshop training group, educational content was delivered through a workshop comprising three 4-hour sessions covering six topics. For the virtual training group, educational material was provided as text, audio, and visual files via Telegram over one week (six days dedicated to training and one day for summarizing the content) and sent to students daily at specified times. The status of students' report writing skills was assessed before and after the intervention (immediately and two weeks post-training).
Results: The mean score for report writing quality immediately after the completion of the workshop training program was 91.4 ± 58.80 in the workshop training group, significantly higher than that in the other groups studied. Moreover, the mean score for report writing quality two weeks after completing the training program in the workshop training group was 16.5 ± 91.78, significantly higher than that in the other two groups. The mean difference in report writing quality scores immediately after training completion in the workshop training group was significantly greater than in the other groups (P<0.001).
Conclusion: Based on the findings of this study, the workshop method was more effective than the virtual approach for teaching report writing to nursing students.
Materials and Methods: This interventional study involved 111 nursing students from Birjand, randomly allocated into three groups of virtual training (n=36), workshop training (n=36), and control (n=39). For students in the workshop training group, educational content was delivered through a workshop comprising three 4-hour sessions covering six topics. For the virtual training group, educational material was provided as text, audio, and visual files via Telegram over one week (six days dedicated to training and one day for summarizing the content) and sent to students daily at specified times. The status of students' report writing skills was assessed before and after the intervention (immediately and two weeks post-training).
Results: The mean score for report writing quality immediately after the completion of the workshop training program was 91.4 ± 58.80 in the workshop training group, significantly higher than that in the other groups studied. Moreover, the mean score for report writing quality two weeks after completing the training program in the workshop training group was 16.5 ± 91.78, significantly higher than that in the other two groups. The mean difference in report writing quality scores immediately after training completion in the workshop training group was significantly greater than in the other groups (P<0.001).
Conclusion: Based on the findings of this study, the workshop method was more effective than the virtual approach for teaching report writing to nursing students.
Type of Study: Original Article |
Subject:
Nursing
Received: 2024/02/28 | Accepted: 2024/05/27 | ePublished: 2024/06/4
Received: 2024/02/28 | Accepted: 2024/05/27 | ePublished: 2024/06/4
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