Paper
Friday, 21 July 2006
This presentation is part of : Nursing Education: How Students Study and Learn
Assessing the Effectiveness of an Alternative Educational Intervention for Teaching Nursing Process
Laura Morán, BSN1, Artemisa Espinosa2, Sandra Sotomayor3, Zoila León3, and Rosario Ortega4. (1) Nursing School/ Graduate Studies, Universidad Nacional Autonoma de Mexico, Mexico City, Mexico, (2) Open University System, Nursing School, National Autonoumous University of Mexico, distrito federal, Mexico, (3) Nursing School/Bachelor Studies, Universidad Nacional Autonoma de México, Mexico City, Mexico, (4) Nursing School/Psicology, Universidad Nacional Autonoma de México, Mexico City, Mexico
Learning Objective #1: know an alternative way to teach nursing process".
Learning Objective #2: compare results of a traditional and alternative way to teach nursing process in bachelor nursing students".
An educational intervention with a different way for teaching nursing process (NP) inside the classroom was designed, which will contribute for   better judgement development and clinical decision making. General objective: Assessing an educational intervention effectiveness that promotes critical thinking when students learn about the NP.  Specific objectives: 1) Comparing organization and conceptual change of those who participated, or didn’t, in the educational intervention.  2). Identifying  the linear association between critical thinking disposition and conceptual change.  Hypothesis: Students with greater disposition toward critical thinking and participating in the educational intervention would increase organization and conceptual change. Methodology: Comparative, transverse study. Two “untouched” groups: one with an educational intervention, other as control group.  Pre-test: Sixty two nursing fundaments students completed a test about nursing process,  with three open questions in the descriptive, explicative, and exemplary epistemological levels,  to know their conceptual organization.  CCTDI (Facione, Sánchez & Facione, 1992) was applied to know their disposition toward critical thinking. The intervention involved acknowledging previous knowledge, orienting questions, examples, and case analyses.  Post-test: the same questionnaire was applied three weeks after the themes were taught.  The Propositional Analysis Model (MAP) was applied.  Student’s T for independent samples was carried out.  Pearson’s correlations were performed.  Findings: About  learning of  nursing process, nursing diagnosis and care planning concepts, although no statistically significant differences were found between groups (t= -.431, gl = 58, p= >.05), according to MAP hypothesis and their quantitative and qualitative indexes, there were conceptual changes, since students went up from Referential (pre-test) to Conceptual Framework (post-test); from referential  to referential framework; and from Notional to Referential Framework, respectively.  No correlation was found between disposition toward critical thinking  and conceptual change (rp=.003, p=.982).  Implications: nurses with critical and significant learning reflected on solid conceptual organizations will contribute to better judgements development and clinical decision making.

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