تاثير اجراي آموزش مبتني بر دستاورد بر صلاحيت باليني دانشجويان پرستاري

The Effect of Outcome-Based Education on Nursing Studentsʹ Clinical Competency

Introduction: Despite glohal acceptance rdʹ outcome-huscd education, fCHʹ investigations tire avuilable about its etiects Oil clinic«! competencies (cognitiv« and behavioral skills) of nursing students. The aim of this study Hʹ(lS to investigate the ʹJI(x! (!{ outcome-hosed education on clinical competencies oj" nursing students conipured to traditiona! education. Methods: In this qua-i-experimental studv using two groups design with pre and post-tests. 26 nursing students ~l"ere selected through census and divided randomlv info two control and experiment grO/lps. Each x,.oup included 6 10 7 persons. A./ler completing the pre-test cd cognitive skills, thv control group received clinical cducution through truditional method ami the experiment group through outcome-based education, ./01ʹ Y days, Then, studentsʹ cognitive skiffs Irere measured hy post-test (Jilt! their behavioral skills HEre ohseʹTcd via chcckl!st. l iat« Hʹas (lna~lʹ::Lʹd hv SPSʹ,I.; software llsing Wilcoxon, Mann Hʹhirfley, and Fisher exact tests. Results: Outcame-based education ItʹUS ejtectiv« in promoting studentsʹ cognitive and behavioral skills. The mean ofcognitive and behavioral skills (~(1he csperiment group in post-test llʹere signUicUl116ʹ higher than that otth« control group in all cases and in total. A/so, sttuientsʹ clinical compctenc» in the experiment groujJ llʹas signitiruntl» higher than control group. Conclusion: Outcome-based education lnul» 10 developing nursing studentsʹ competencies more than traditional rncthod. !t is rcconnnended /0 (ʹIN/l/o)ʹ this method more in clinical education.