Influence of undergraduate nursing student teaching methods on learning standard precautions and transmission-based precautions: Experimental research

An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. Students in the sample are stratified by performance, with the exper...

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Bibliographic Details
Published in:Nurse education today 2018-02, Vol.61, p.101-105
Main Author: Kappes Ramirez, Maria Soledad
Format: Article
Language:English
Subjects:
College students
Control Groups
Disease transmission
Educational Strategies
Experimental Groups
HAIs
Health care
Hospital infections
Independent Study
Learning
Nosocomial infections
Nursing
Nursing education
Precautions
Self instruction
Self study
Simulation
Standard precautions
Standardized patients
Student Teaching
Teachers
Teaching
Teaching methods
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Summary:An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. Students in the sample are stratified by performance, with the experimental group (49 students) being exposed to self-instruction and clinical simulation on the topic of standard precautions and special precautions according to disease transmission mechanisms. Conventional classes on the same topics were provided to the control group (49 students). The experimental group showed the best performance in the multiple-choice post-test of knowledge (p=0.002) and in the assessment of essay questions (p=0.043), as well as in the evaluation of a simulated scenario, in relation to the control group. This study demonstrates that it is possible to transfer some teaching subjects on the prevention of Healthcare Associated Infections (HAIs) to self-learning by means of virtual teaching strategies with good results. This allows greater efficiency in the allocation of teachers to clinical simulation or learning situations in the laboratory, where students can apply what they have learned in the self-instruction module. •Standard and transmission-based precautions prevent nosocomial infections.•We determine the best method to teach standard and transmission-based precautions.•We compare two methods: traditional teaching and using a self-instructional module.•Group 2 achieved significant differences (p
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2017.11.007