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When a nurse carried out a medical treatment, he/she used a lot of body strength to transfer or moving patients. Without proper skills, moving patients could be a heavy loading for staffs’ physiological lumbar and also hurt staff’s Musculoskeletal. (Kim, Dropkin, Spaeth, Smith, & Moline, 2012; Ngan, 2010). According to Chen, Mao, Zheng Yan, Wang (2014) found that 90 percent of nurses’ daily activities were transfer and repositioning. However, there was not enough studies related to the Standard Operating Procedure and related researches. Thus, the purpose of this study was to investigate the method in teaching nursing students to learn standardization transfer and repositioning nursing skills. The discussion of students’ cognition, affection, and skills on target lesson was included in the study.
Methods:
Purposive sampling approach was selected as the method of the study. Students in long-term care in a nursing program in New Taipei city were recruited as the participants of the study. Adaption from the literature review, the researchers design a scale of position change and the transition. The evaluation included three aspects: cognitive, affective, and skills. The validity of the evalution was expert’s validity and face validity. The scales of this study were given to the participants both before and after programs. The collected data were analyzed by SPSS 20.0 statistical software, descriptive statistics and pair -T test conducted data analysis. The results of the study showed students’ learning achievement.
Results:
92 fifth-grade students were recruited in the study. The average age of participants was 20 years old. These students were required to have the credit of long-term care program. 87(94.6%) of participant had experience in changing patients’ position. 70 (76.1%) of participants had experience in postion transfering. In five-year nursing eduction, only 8.7% of students had not been taught to learn changing position skills, 25 % of students had not learned repositioning skill. In the pretest, the results of cognitive survey of changing position and reposition showed that the students’ scores on cognition were (0-100 points) 82.27 ± 12.10 points; affection scores were 67.10 ± 9.12 points; and skill points scores were 78.94 ± 11.05. Merely 24 % of the students are quite familiar with the skills of changing patients’ position. These students were also satisified with their performance. In the posttest, students’ score on cognitive, affective and skills were: 93.87 ± 10.08 points, 93.10 ± 10.38 minutes and 93.18 ± 10.35 points. In comparsion of the average scores of pretest and posttest were up to a significant difference (p <.01). The skill of changing patients’ position and repositioning skills of 78.3% of the students were increased. 75% of the students found it was easier to help patients change position and reposition. According to their course feedback, students could perform skill of postion change and reposition easily. Also, it could protect both staffs and the patient.
Conclusion:
The results of the study showed that ninety percent of the students had learned the skills of change position and reposition before the class, but they were not fully satisfied with their performance. The results were correspondence to the results of students’ pretest. In the rest of pretest, students gained high score on cognition but they got low score on affectiveness. In the results of posttest, the score of cognition, affective and skill were up to 93 points. 80 percent of students were recognized the important and necessity of the course. The study suggested that the learning correct skills on their performance of position change and reposition effectively should be included as the content of teachers’ teaching in students’ internship. Thus, students will be able to build up the correctness on how to assist patients to change position and reposition effectively and then low down their injury in future workplace.