[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 6, Issue 1 (Military Caring Sciences 2019) ::
MCS 2019, 6(1): 9-15 Back to browse issues page
A Comparative Study on the Effect of Game and Speech Training on Nurses' Learning and Reminder of Emergency Trailer Drugs in Selected Military Hospitals
Amiri. F1, Pishgooie. SAH 2, Aliyari. SH3, Habibi. H4
1- MSC Student Emergency Nursing, Faculty of Nursing, AJA University of Medical Sciences, Tehran, Iran.
2- (Corresponding Author) Ph.D. in Nursing, Assistant Professor, Medical-Surgical Department, Faculty of Nursing, AJA University of Medical Sciences, Tehran, Iran.
3- Ph.D. in Curriculum Studies, Assistant Professor, Maternal Newborn Health Department, Faculty of Nursing, AJA University of Medical Sciences, Tehran, Iran.
4- MSc in Nursing, Instructor, Pediatric Department, Faculty of Nursing, AJA University of Medical Sciences, Tehran, Iran.
Abstract:   (792 Views)
Introduction: Nursechr('39')s dominance on tracheal drugs and the specific application of each of them is a vital factor in the success of patientschr('39') recovery. The inadequate knowledge of the nurse undoubtedly leads to the risk of losing the opportunity to save patients.
Objective: Therefore, the purpose of this study was to compare the effect of educational instruction and lecture on the amount of nurseschr('39') learning and reminders of emergency trauma drugs in selected military hospitals.
Materials and Methods: This semi-experimental study was conducted in 1397 in two hospitals selected by the Armed Forces. The sampling method was available and the sample size consisted of 32 participants in the group and 32 lecture groups. First tested for both groups. The lecture course was designed in a theoretical way during a two-part 45-minute session with a one-week interval. Participants in the group were divided into groups of 4. And training in the form of a game designed through two 45-minute sessions with a two-week interval. Immediately and one month after the intervention, a post-test was performed for both groups. Data analysis was done using Fisher, t-test and Paired t-test using SPSS 20 software.
Results: The results showed that play and lecture methods after intervention with a significant level of P (P<0.05) were effective on the learning and reminding of nurses from emergency trauma drugs. Also, the statistical results one month after intervention indicated that both methods were effective on nurseschr('39') learning and reminder, and the nurses had the most impact on the method of play.
Discussion and Conclusion: Considering the positive impact of learning through the game, nurses should be familiar with modern educational methods both within their job responsibilities and by using more attractive and practical methods to improve the quality of learning and to recall their teachings. Take an effective step.
Keywords: Games, Lectures, Learning, Reminders, Trail Drugs.
Full-Text [PDF 658 kb]   (193 Downloads)    
Type of Study: Research | Subject: Special
Received: 2019/05/17 | Accepted: 2019/06/2 | Published: 2019/08/15
1. Gold N, Pulford BD, Colman AM. The outlandish, the realistic, and the real: contextual manipulation and agent role effects in trolley problems. Frontiers in psychology. 2014;5:35.
2. Kalhori RP, Jalali A, Naderipour A, Almasi A, Khavasi M, Rezaei M, et al. Assessment of Iranian nurses and emergency medical personnel in terms of cardiopulmonary resuscitation knowledge based on the 2010 guideline. Iranian journal of nursing and midwifery research. 2017;22(3):184.
3. Mäkinen M, Axelsson Å, Castren M, Nurmi J, Lankinen I, Niemi-Murola L. Assessment of CPR-D skills of nursing students in two institutions: reality versus recommendations in the guidelines. European Journal of Emergency Medicine. 2010;17(4):237-9.
4. Ayazi Z, Malekpour Teharani A, Rahimi-Madiseh M. The effect of CPR training on performance of nurses in selected hospitals of Shahrekord University of Medical Sciences, 2010. Journal of Clinical Nursing and Midwifery. 2012;1.
5. Adib-Hajbaghery M, Azizi-Fini E. Longitudinal Study of CardioPulmonary Resuscitation Knowledge and Skills among Nurse Interns of Kashan University of Medical Sciences. Iranian Journal of Medical Education. 2013;13(2):134-45.
6. Gul RB, Boman JA. Concept mapping: A strategy for teaching and evaluation in nursing education. Nurse education in practice. 2006;6(4):199-206.
7. Shakour M, Haghani F, Shokri T, Bahramian H. The Effect of Game Method on Students' Satisfaction and Achievement in Anatomy Course. Journal of Isfahan Medical School. 2013;31(244).
8. Montpas MM. Comparison of “Jeopardy” game versus lecture onassociate degree nursing students' achievement and retention of geriatric nursing concepts: Wayne State University; 2004.
9. Madden C. Undergraduate nursing students’ acquisition and retention of CPR knowledge and skills. Nurse education today. 2006;26(3):218-27.
10. Skirton H, Blakely G. Learning through play. Nursing standard (Royal College of Nursing (Great Britain): 1987). 2009;24(8):61.
11. Steinman RA, Blastos MT. A trading‐card game teaching about host defence. Medical education. 2002;36(12):1201-8.
12. Knowles C, Kinchington F, Erwin J, Peters B. A randomised controlled trial of the effectiveness of combining video role play with traditional methods of delivering undergraduate medical education. Sexually transmitted infections. 2001;77(5):376-80.
13. Fujimoto T, Fukuyama Y, Azami T, editors. Game-based learning for youth career education with the card game ‘JobStar’. Conference: The 9th European Conference on Games Based Learning; 2015.
14. Hodges TL. Examination of gaming in nursing education and the effect on learning and retention [PhD thesis]. Auburn, Alabama: Auburn University; 2008.
15. Telner D, Bujas-Bobanovic M, Chan D, Chester B, Marlow B, Meuser J, et al. Game-based versus traditional case-based learning. Canadian Family Physician. 2010;56(9):e345.
16. Sodhi K, Singla MK, Shrivastava A. Impact of advanced cardiac life support training program on the outcome of cardiopulmonary resuscitation in a tertiary care hospital. Indian journal of critical care medicine: peer-reviewed, official publication of Indian Society of Critical Care Medicine. 2011;15(4):209-12.
17. Wilgis M, McConnell J. Concept mapping: an educational strategy to improve graduate nurses' critical thinking skills during a hospital orientation program. Journal of continuing education in nursing. 2008;39(3):119-26.
18. Blakely G, Skirton H, Cooper S, Allum P, Nelmes P. Use of educational games in the health professions: A mixed-methods study of educators' perspectives in the UK. Nursing & Health Sciences. 2010;12(1):27-32.
Send email to the article author

Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

F A, SAH P, SH A, H H. A Comparative Study on the Effect of Game and Speech Training on Nurses' Learning and Reminder of Emergency Trailer Drugs in Selected Military Hospitals. MCS. 2019; 6 (1) :9-15
URL: http://mcs.ajaums.ac.ir/article-1-275-en.html

Volume 6, Issue 1 (Military Caring Sciences 2019) Back to browse issues page
مجله علوم مراقبتی نظامی Military Caring Sciences Journal
Persian site map - English site map - Created in 0.05 seconds with 30 queries by YEKTAWEB 4237