Horizon of Medical Education Development

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Editorial policy

Peer Review Process

Advertising policy

Indexing and Abstracting

FAQ

Corrections, Retractions and Matters Arising

Authors General Guideline

Guide for Reviewers

Guideline of preparing Author Contribition

Audio Abstract Setting Guideline

Forms

Comparison of the Effect of Two Educational Methods of "Learning Based Reflection" and "Workshop" On Knowledge and Practice of Nurses in Caring of Patients with Liver Cirrhosis

    Authors

    1 Department of Internal Surgery, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.

    2 Research Center of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.

    3 Department of Biostatistics, Faculty of Health, Mashhad University of Medical Sciences, Mashhad, Iran.

,

Document Type : Original Article

Abstract

Introduction: Training nurses on specialized nursing care lead to optimizing treatment and guaranteeing medical interventions and improving the quality of care for patients. The purpose of this study was to provide two educational methods to clinical staff and compare the effect of these two methods on their knowledge and practice.
Materials & Methods:  In this experimental study, 60 internal ward nurses were assigned to two groups: workshop and reflection. In the workshop group, educational content was presented in two two-hour sessions, one week apart. In the reflection group, first, in a three-hour session, after explaining the concept of reflection and the theoretical and practical explanation of the Gibbs model, then notebooks gave to them to write down related caring clinical situations from cirrhotic patients and describe and analyze their performance based on Gibbs model. This program was held for 4 weeks, one 60-minute session every week. A pre-test and a post-test (one month later) were conducted from two groups.
Results: Paired t-test showed there is a statistically significant difference in the mean score of knowledge and performance of nurses after the intervention compared to before the intervention in both groups (P<0.001). After the intervention, there was no statistically significant difference between the performance score of the two groups (P=0.575). However, there was a significant difference in the mean score of knowledge between the two groups (P<0.001).
Conclusion: The results of this study indicate that there is a significant effect of reflection on nurses' knowledge in the care of patients with liver cirrhosis and the similar effect of reflection and workshop on nursing care function.

Keywords

References
1.Huang DQ, Terrault NA, Tacke F, Gluud LL, Arrese M, Bugianesi E, Loomba R. Global epidemiology of cirrhosis—aetiology, trends and predictions. Nature reviews Gastroenterology & hepatology. 2023 Jun;20(6):388- 98.
2.O’Connell MB, Bendtsen F, Nørholm V, Brødsgaard A, Kimer N. Nurse-assisted and multidisciplinary outpatient follow-up among patients with decompensated liver cirrhosis: A systematic review. Plos one. 2023 Feb 9;18(2): e0278545
3.Hamberg ML, Dupont L, Jønsson MF, Bennick H, Teisner AS, Andersen ML, Konradsen H, Danielsen A. A Nurse-Led Outpatient Clinic for Patients with Decompensated Liver Cirrhosis: Staffing, Structure, and Patient Satisfaction. Gastroenterology Nursing. 2023 Mar 1;46(2):107-17.
4.Yeung MM, Yuen JW, Chen JM, Lam KK. The efficacy of team-based learning in developing the generic capability of problem-solving ability and critical thinking skills in nursing education: A systematic review. Nurse Education Today. 2023 Jan 5:105704.
5.Sun Y, Yin Y, Wang J, Ding Z, Wang D, Zhang Y, Zhang J, Wang Y. Critical thinking abilities among newly graduated nurses: A cross‐sectional survey study in China. Nursing Open. 2023 Mar;10(3):1383-92.
6.Wu HL, Lu DF, Tsay PK. Critical Thinking Disposition and Influencing Factors Among New Graduate Nurses. The Journal of Continuing Education in Nursing. 2023 May 1;54(5):233-40.
7.Vila V, Zhuang J, Tan E, Thorne S. Reflections on nursing educational advancement within diverse and evolving national cultural contexts. International Journal of Nursing Education Scholarship. 2018 Apr 24;15(1):20180017.
8.Wheeley E, Klieve H, Clark L. Developing reflection and critical thinking in a leadership education course: leading learning and change. Studies in Higher Education. 2022 Dec 2;47(12):2575-89.
9.Chen FF, Chen SY, Pai HC. Self-reflection and critical thinking: The influence of professional qualifications on registered nurses. Contemporary nurse. 2019 Jan 2;55(1):59-70.
10.Shin S, Lee I, Kim J, Oh E, Hong E. Effectiveness of a critical reflection competency program for clinical nurse educators: a pilot study. BMC nursing. 2023 Dec;22(1):1-8.
11.Akbari H, Akbar RE, Dehghani A, Rahimi M. Investigating the Effect of Reflection by Nurses on Medication Errors. Journal of Nursing Education (JNE). 2023 May 10;12(2):66-77.
12.Abbasgholizadeh Rahimi S, Rodriguez C, Croteau J, Sadeghpour A, Navali AM, Légaré F. Continuing professional education of Iranian healthcare professionals in shared decision-making: lessons learned. BMC health services research. 2021 Dec;21(1):1-9.
13.Chan HS, Chu HY, Yen H, Chou LN. Effects of a care workshop on caring behaviors as measured by patients and patient satisfaction. Open Journal of Nursing. 2015 Feb 4;5(02):89.
14.Forsetlund L, O'Brien MA, Forsen L, Mwai L, Reinar LM, Okwen MP, Horsley T, Rose CJ. Continuing education meetings and workshops: effects on professional practice and healthcare outcomes. Cochrane database of systematic reviews. 2021(9).
15.Adeani IS, Febriani RB, Syafryadin S. Using GIBBS’reflective cycle in making reflections of literary analysis. Indonesian EFL Journal. 2020 Aug 11;6(2):139-48.
16.Coleman, B. M., Bunch, J. C., Roberts, T. G., Israel, G. D., & Wysocki, A. FThe Effects of Reflection and Transfer on Undergraduate Animal Science Students’ Knowledge. Journal of Experiential Education.2023;46(4), 513-533.
17.Momennasab, M., Ghanbari, M. & Rivaz, M. Improving nurses’ knowledge, attitude, and performance in relation to ethical codes through group reflection strategy. BMC Nurs 2021;20, 222
18.Kim, Y.H., Min, J., Kim, S.H. et al. Effects of a work-based critical reflection program for novice nurses. BMC Med Educ.2018. 18, 30
19.McCarthy B, Bessell N, Murphy S, Hartigan I. Nursing and speech and language students’ perspectives of reflection as a clinical learning strategy in undergraduate healthcare education: A qualitative study. Nurse Education in Practice. 2021 Nov 1; 57: 103251.
20.Shin, S., Lee, I., Kim, J. et al. Effectiveness of a critical reflection competency program for clinical nurse educators: a pilot study. BMC Nurs2023; 22, 69.
21.Cushion CJ. Reflection and reflective practice discourses in coaching: A critical analysis. Sport, education and society. 2018 Jan 2;23(1):82-94.
22.Choi H, Jovanovic J, Poquet O, Brooks C, Joksimović S, Williams JJ. The benefit of reflection prompts for encouraging learning with hints in an online programming course. The Internet and Higher Education. 2023 Jun 1; 58:100903.
23.Boonstra J. Reflections: From planned change to playful transformations. Journal of Change Management. 2023 Jan 2;23(1):12-31.
 
Horizon of Medical Education Development
Volume 15, Issue 2
May 2024
Pages 1-10
Files
Share
How to cite
Statistics