Effect of different teaching methods on occupational cognition level of competency in nursing students

Abstract

Objective To investigate the effect of occupational cognition level of competency in nursing students with different teaching methods, so as to provide basis for advanced nursing education revolution. Methods A number of 290 nursing students was included and divided into the control group （ n = 146） and the intervention group （n = 144 ）. Normal teaching method and classroom teaching intervention was adopted in control group, while reformed teaching method and promoted the professional competence training intervention was adopted in the intervention group. Occupational cognition level of competency was compared between the two groups before and after the teaching intervention. Results After the teaching intervention, occupational cognition level of competency of students in two groups all raised, and the difference were statically significant （ P 〈 0.01 ）, while the level was higher in the intervention group （ χ^2 = 8.40, P 〈 0.01 ）. The difference values of all dimensions and global were higher in the intervention group, and the differences were statically significant （ t = 11. 916,16. 112,5. 925,14. 301, respectively ; P 〈 0.01 ）. Conclusions Reformed teaching methods can promote the cognition of undergraduate nursing occupation competence and help cultivate the nursing talents who will meet the demand of the society. Key words: Nursing student ; Teaching method ; Occupation competence ; Cognition