Student’s perceptions of using scenario-based education to improve civility: A mixed method study
Journal Title: Journal of Advanced Medical Sciences and Applied Technologies - Year 2019, Vol 7, Issue 4
Abstract
Introduction: Academic incivility is one of the major concerns among nursing student that disrupts the learning process and influences the quality of nursing care. Investigating a useful strategy can be a crucial action in reducing the problem. The purpose of this study was to evaluate the nursing student’s perceptions of using scenario-based education to improve civility. Methods: An explanatory mixed method approach was employed. Nursing students who were studying in the second and third years participated in research (N=81). Eight sessions were designed for discussion regarding the scenarios that were directed by a faculty leader. Changes in the students’ perception were evaluated four weeks after the sessions by a questionnaire. Data were analyzed using paired t-test and calculation of mean scores. Ten focus groups were conducted and content analysis identifed two themes and four subthemes. Both the qualitative and quantitative data were analysed separately and the findings were merged in the discussion. Results: There was a significant difference between the student’s perceptions for the perceived level and occurrence rate of incivility before and after the intervention (P<0.05). The major themes found included awareness of the importance of incivility and capability to change uncivil behavior. The results from the mixed method study showed that the program increased awareness and capability to change uncivil behaviors. Conclusion: This research provided an extended understanding of the outcomes of the scenario- based education on nursing student’s perceived behaviors and strengthened their beliefs and capabilities about civil behaviors. It can be applied as an effective strategy to raise the perception of the program value and use.
Authors and Affiliations
ZAHRA ABEDINI, SOROOR PARVIZY
Keywords
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- EP ID EP664670
- DOI 10.30476/jamp.2019.74933.
- Views 72
- Downloads 0
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