Effects of an interactive teaching method on perceived disaster nursing competencies of undergraduate nursing students

抄録

Aim: Nurses are healthcare personnel who play an important role in disaster management in all phases of a disaster. However, research findings have pointed out that there is a lack of necessary preparedness for disasters as well as development of nursing competencies. This research aimed at investigating the effects of an interactive teaching method on nursing students’ learning achievement and nursing competencies of prevention and mitigation, preparedness, and response based on the framework of disaster nursing competencies of the International Council of Nurses.

Methods: Based on the International Council of Nurses’ framework of disaster nursing competencies and interactive teaching method, this course was designed and implemented with third-year nursing students at the Thai Red Cross College of Nursing who were enrolled in an emergency and disaster nursing course. The experimental group and control group were asked to complete the learning achievement test and the perceived competencies of prevention and mitigation, preparedness, and response questionnaires. Data was analyzed using an independent-sample t-test and a paired-sample t-test.

Results: The mean achievement score of the experimental group was statistically significantly higher than that of the controlled group (p < 0.05). The mean scores of nursing competencies of prevention and mitigation, preparedness, and response of the subjects in the experimental group were statistically significantly higher than those of the subjects in the control group (p < 0.001).

Conclusion: It is noteworthy that theoretical teaching via an integrative teaching method can enhance students’ achievement, perceived competencies and motivation to learn about nursing actions in response to disasters.