Hospital Training Procedures for student Nurses (1)

Abstract

Using pediatric ward daily training reports of a group of 15 third-year student nurses as data, processes in cognitive and affective domains were investigated and classified according to training group, clinical study period and specific characteristics of individual students.
Differences were seen between the different student nurse groups in comprehension of the children's characteristics, knowledge of the contents of the training and depth of processes in the cognitive domain. However, as training progressed, all groups showed an increase in depth of cognitive processes and attainment of response and evaluation levels in the affective domain.
The groups which had a later training period, when there was a large amount of previous experiences, showed a greater depth of understanding of children's characteristics. However, there was little variation in the cognitive and affective domains.
Specific characteristics include individual interest and concern as well as characteristics which were assumed to stem from inborn personality traits of the student nurses.