Comparison of the effectiveness of teaching strategies for a pediatric pain management program for undergraduate nursing students: A quantitative evaluation using an objective structured clinical examination. (February 2020)

• Record Type: Journal Article
• Authors: Liu, Ying-Mei; Lin, Gwan-Ling; Chao, Kuo-Yu; Jih, Hueyching Janice; Yang, Bao-Huan; Chiang, Yi-Chien
• Is Part Of: Nurse education in practice. Volume 43(2020)
• Publication Date: 2020-02
• Subjects: Nursing Student's competence -- Pediatric pain management -- Teaching strategies; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2020.102707
• Languages: English
• ISSNs: 1471-5953

Abstract

Abstract: Pain is a common experience for hospitalized children; however, nursing students are often not adequately trained in pediatric pain management. Innovative teaching strategies, such as e-learning, have been employed for instructing students, however success of these platforms has not been quantitatively measured. This study compared students' knowledge and skill performance following a researcher-designed pain management program administered with three teaching strategies: traditional face-to-face, e-learning, or blended learning. Undergraduate nursing students in Taiwan (N = 296) randomly assigned to one of the teaching strategies participated. Knowledge of pain management, and pain management skills were quantified. A subjective assessment of attitudes towards learning found no significant difference between groups. Knowledge of pediatric pain management did not differ significantly between groups (p = 0.36). A 15-item objective structured clinical examination (OSCE) measured the competency of pain management skills; scores were not significantly different, regardless of teaching strategy (p = 0.70). Traditional face-to-face teaching was as effective as both innovative strategies. Evaluating students' skills following a pain management program with an OSCE provided a quantitative assessment of competency. Innovative strategies for teaching pediatric pain management could be a cost-effective way to provide flexible learning opportunities for nursing students who are distant from educational institutions. Highlights: A pediatric pain management program was developed for nursing students. We compared traditional and innovative teaching strategies for nursing education. Three randomized groups received face-to-face, e-learning, or blended learning. Knowledge and skill performance were similar, regardless of teaching strategy. Flexible teaching strategies could provide distance learning for nursing students.