Volume 31, Issue 2 (7-2025)
Back to this Issue |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Davoodi A, Ghahramanian A, Rezazadeh H, Jabbarzadeh Tabrizi F. The impact of an integrated educational program using case study method and the nursing process on clinical decision-making among nursing students in an oncology ward. Journal of Hayat 2025; 31 (2) :148-166
URL: http://hayat.tums.ac.ir/article-1-5558-en.html
URL: http://hayat.tums.ac.ir/article-1-5558-en.html
1- Dept. of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran; Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
2- Dept. of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran; Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran ,ghahramaniana@gmail.com
3- Dept. of Pharmacology and Toxicology, School of Pharmacy, Tabriz University of Medical Sciences, Tabriz, Iran
2- Dept. of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran; Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran ,
3- Dept. of Pharmacology and Toxicology, School of Pharmacy, Tabriz University of Medical Sciences, Tabriz, Iran
Abstract: (2218 Views)
Background & Aim: Current clinical education programs in nursing often demonstrate moderate quality; despite a solid theoretical foundation, students frequently lack essential cognitive skills necessary for effective clinical decision-making. This study aimed to evaluate the impact of an integrated educational program using case study method and the nursing process on the clinical decision-making capabilities of nursing students.
Methods & Materials: This study employed a quantitative, quasi-experimental design with a pretest-posttest approach, conducted in 2019 among final-year undergraduate nursing students at the Faculty of Nursing and Midwifery in Tabriz. A census sampling method was utilized, resulting in a total sample size of 106 students. The intervention group received an integrated educational program incorporating case studies and the nursing process, whereas the control group received conventional training based on a standard logbook. Data collection occurred pre- and post-intervention using the Jenkins Clinical Decision-Making Scale. Data were analyzed using SPSS version 16 through independent t-tests, paired t-tests, and analysis of covariance (ANCOVA).
Results: Paired t-test comparisons within the control group revealed no significant change in overall clinical decision-making scores. Conversely, the intervention group exhibited a statistically significant improvement post-intervention. Between-group analyses indicated that both the total clinical decision-making scores and their four dimensions experienced significant increases after the intervention (P<0.001). ANCOVA, controlling for pretest scores and GPA (Grade Point Average) as covariates, confirmed that the differences in clinical decision-making between the two groups remained statistically significant (P=0.004), with an effect size of 0.08.
Conclusion: The integrated educational method significantly enhances clinical decision-making skills among nursing students. Therefore, nursing educators can enhance students' cognitive skills by using this method in clinical training.
Methods & Materials: This study employed a quantitative, quasi-experimental design with a pretest-posttest approach, conducted in 2019 among final-year undergraduate nursing students at the Faculty of Nursing and Midwifery in Tabriz. A census sampling method was utilized, resulting in a total sample size of 106 students. The intervention group received an integrated educational program incorporating case studies and the nursing process, whereas the control group received conventional training based on a standard logbook. Data collection occurred pre- and post-intervention using the Jenkins Clinical Decision-Making Scale. Data were analyzed using SPSS version 16 through independent t-tests, paired t-tests, and analysis of covariance (ANCOVA).
Results: Paired t-test comparisons within the control group revealed no significant change in overall clinical decision-making scores. Conversely, the intervention group exhibited a statistically significant improvement post-intervention. Between-group analyses indicated that both the total clinical decision-making scores and their four dimensions experienced significant increases after the intervention (P<0.001). ANCOVA, controlling for pretest scores and GPA (Grade Point Average) as covariates, confirmed that the differences in clinical decision-making between the two groups remained statistically significant (P=0.004), with an effect size of 0.08.
Conclusion: The integrated educational method significantly enhances clinical decision-making skills among nursing students. Therefore, nursing educators can enhance students' cognitive skills by using this method in clinical training.
Type of Study: Research |
Subject:
Nursing Care
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
