Effects and evaluation of scenario pedagogy on hierarchical first aid training for nurses

Abstract

Objective To explore the application effects and evaluation of scenario pedagogy on hierarchical first aid training for nurses. Methods A total of 160 nursing staffs, who took part in the first aid training from July 2013 to June 2014, were selected and averagely divided into observation group (scenario pedagogy) and control group (traditional pedagogy) by random number table. We compared basic theory of first aid, operant skill of first aid and comprehensive ability. Results After the training, the theory, operant skill and comprehensive ability were (96.25±8.31), (93.64±7.48), (95.24±7.65), that were all higher than those of the control group (t=3.265, 2.985, 2.988; P<0.01); in the observation group after the training, the N0, N1, N2 level of nursing staffs′ comprehensive ability were (94.41±8.22), (96.24±7.43), (98.21±7.46) higher than those of the control group (t=2.982, 3.041, 3.215; P<0.01). Conclusions Scenario pedagogy method can significantly mobilize the study enthusiasm of nurses at all levels, and increase all level nurses′ basic emergency theory, emergency operation skills and comprehensive abilities. Key words: Pedagogy assessment; Nurse; In-service training; Scenario pedagogy