2023 Volume 27 Issue 1 Pages 41-50
Objective: Fourth-year undergraduate nursing students whose practical training hours were reduced pre-graduation received training based on nursing-collaborative unification. In cooperation with an affiliated hospital's clinical instructors this study's purpose is to clarify the intervention's effect in terms of changes in risk sensitivity and deliberateness.
Methods: Twelve participants received simulated education on tube feeding; they were assessed on the Risk Sensitivity Scale and the Cognitive Deliberativeness-Impulsivity Scale, pre-and-post training and one month later (Recovery rate 100%). One-way ANOVA with repeated measures and the Bonferroni method were used for analysis and multiple comparisons, respectively.
Results: The results were compared before and after the training, and one month later. The mean total risk sensitivity score and standard deviation were 109.67 ± 7.06 before the training; 119.00 ± 13.98 immediately after the training; and 119.08 ± 8.87 before and immediately after the training as well as before the training and one month after the end of the training; indicating a significant difference in mean scores at the three-time points (F(2, 33) = 4.58, p<.05).
Discussion: The collaboration between the clinical instructors and the basic nursing educator to devise teaching materials and educational interventions using simulation education reminded the students of clinical situations and promoted their motivation to learn, leading to improved risk sensitivity.
Conclusion: Pre-graduation training for fourth-year nursing students, based on collaborative nursing unification, improved risk sensitivity.
