Abstract
AimsThis study aims to determine the effect of teaching Orem's self‐care model on nursing students’ clinical performance and patient satisfaction.DesignThe study was a quasi‐experimental, non‐randomized, two‐group design with posttest.MethodsIn this quasi‐experimental study, 66 nursing students were selected via convenience sampling method. The intervention group was trained based on Orem's self‐care model and the control group based on the routine nursing process method. Both groups cared patients for a week. Students’ performance was evaluated during the clinical course by performance observation checklist and patient satisfaction was assessed at the end of clinical course using patient satisfaction form. Data were analysed in SPSS software using chi‐squared, Fisher Exact test, Mann–Whitney, t test and two‐way ANOVA.ResultsClinical performance evaluation mean score in the intervention group was significantly higher than that of the control group. However, patient satisfaction scores in both the control group and intervention group did not show statistically significant differences. Orem's self‐care model showed a 23% improvement in students’ performance. It is recommended to use Orem's self‐care model for undergraduate courses, especially in clinical training.
Highlights
Clinical training courses are considered as a central part of professional education
The study population included all sixth semester, bachelor nursing students, who were in educational hospitals in Mashhad at the time of the research and who were willing to participate in the study
The results showed that each of the areas of clinical performance in the intervention group was significantly greater than that of the control group
Summary
Clinical training courses are considered as a central part of professional education. Orem’s self-care model leads to lower healthcare costs, quality care development and patient outcome improvement. To evaluate and improve the quality of care provided, it is of vital importance to investigate the quality of care in the healthcare services In this line, patient satisfaction is a significant indicator or quality of care (Can, Akin, Aydiner, Ozdilli, & Durna, 2008; Johansson, Oleni, & Fridlund, 2002). Nursing education plays an essential role in the ability to practice effectively. It follows that an optimally educated nursing workforce creates optimal patient care (Sawatzky et al, 2009)
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