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 Mor�n, BSN1, Artemisa Espinosa2, Sandra Sotomayor3, Zoila Le�n3, 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 M�xico, Mexico City, Mexico, (4) Nursing School/Psicology, Universidad Nacional Autonoma de M�xico, 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, S�nchez & 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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