Efficacy of Instructional Program on Clinical Nurse Educators Implementation of Cooperative Learning at Faculty of Nursing

Asmaa Wanas,Heba Obied,Seham Hamoda,Safaa Zahran

doi:10.21608/tsnj.2021.198901

Abstract

Background: Cooperative learning plays a vital role to equip the nursing students with overall needed qualities and skills that suggest clear adoption and effective implementation from clinical nurse educators. Aim: To determine efficacy of instructional program on clinical nurse educators' implementation of cooperative learning at Faculty of Nursing. Subjects and method: A quasi experimental study design was used. Setting: Study was conducted at Faculty of Nursing, Tanta University including all seven academic nursing departments. Subjects: All available (n=80) clinical nurse educators included nursing demonstrators and assistant lecturers enrolled at Faculty of Nursing, Tanta University. Three tools were used; Tool I: Clinical nurse educators’ perception regarding cooperative learning implementation Questionnaire. Tool II: Knowledge questionnaire about cooperative learning implementation. Tool III: Cooperative learning implementation observational checklist. Results: Pre-instructional program, majority (83.7%) of clinical nurse educators had low perception level regarding cooperative learning implementation. Majority (88.7%) of clinical nurse educators had poor knowledge level preinstructional program, while post-instructional program high percent (77.5%) of them had good knowledge level and 96.0% of them showed good practice level. Conclusion: Postinstructional program most of clinical nurse educators had good knowledge level with significant improvement compared to pre-instructional program. Also, majority of them showed good practice level regarding implementation of cooperative learning in clinical sessions. Recommendations: Conduct in-service training programs and workshops for qualifying and encouraging clinical nurse educators for using cooperative learning in their clinical sessions

Highlights

Ever-changing and complex health care environment including serious diseases, complicated equipment, staffing shortage and globalization requires nursing graduates with specific intellectual and social skills to adapt and fulfill their growing roles and responsibilities [1,2]
The primary goal of nursing education is to prepare nursing professionals which are effective communicators, managers, producers of knowledge, critical thinkers, decision makers, and team workers for the benefit of patients and health care work environment as a whole. To cope with these challenging demands the nursing education reform is recommended for including more active and creative teaching strategies for qualifying more professional nursing graduates [1, 3]
A big section of nursing education is conducted in clinical environment

Summary

Introduction

Ever-changing and complex health care environment including serious diseases, complicated equipment, staffing shortage and globalization requires nursing graduates with specific intellectual and social skills to adapt and fulfill their growing roles and responsibilities [1,2]. The primary goal of nursing education is to prepare nursing professionals which are effective communicators, managers, producers of knowledge, critical thinkers, decision makers, and team workers for the benefit of patients and health care work environment as a whole. To cope with these challenging demands the nursing education reform is recommended for including more active and creative teaching strategies for qualifying more professional nursing graduates [1, 3]. Clinical nurse educators are considered the most important factor in achieving clinical outcomes and assisting the nursing students to a quire the needed knowledge, skills and attitudes necessary for professional nursing practice. Recommendations: Conduct in-service training programs and workshops for qualifying and encouraging clinical nurse educators for using cooperative learning in their clinical sessions

Objectives

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Discussion

Conclusion