The Effect of Scenario-Based Group Discussion Training on the Nursing Students' Creativity: A Randomized Educational Controlled Trial

IF 2.1 Q2 MEDICINE, GENERAL & INTERNAL Health Science Reports Pub Date : 2024-11-06 DOI:10.1002/hsr2.70179

Mahboobeh Hosseini Moghadam, Banafsheh Tehranineshat, Khatereh Rostami, Marzieh Momennasab

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Abstract

Background and Aims

Applying the clinical scenario teaching method using approaches such as group discussion facilitates the possibility of learning and developing creativity in a real clinical learning environment. However, few studies have been done in this field. The present study aimed to evaluate the effect of scenario-based group discussion training on the creativity level of nursing students.

Material and Methods

This study was a randomized controlled educational trial from January to October 2019 conducted on nursing students at Shiraz University of Medical Sciences. Nursing students were randomly assigned into intervention and control groups (22 per each group). The students in the intervention group participated in a training program consisting of three 60-min sessions per week for two consecutive weeks. In each session, 2–3 scenarios were presented, and the students discussed about it. Each student was asked to submit a practical activity in a written story. In the control group, the training was conducted in the usual way (Students' presentation and discussion of presented content without scenario presentation). Data were collected using a validated creativity questionnaire. Data were analyzed in SPSS software, version 22, using Chi-square and t-test and the significance level was considered p < 0.05.

Results

The results showed that immediately after the intervention, a difference was observed between the groups concerning the mean score of fluency (p = 0.02) and originality (p = 0.03), but there was not a significant difference between the groups concerning the overall score of creativity (p = 0.09).

Conclusion

It can be concluded that scenario-based group discussion training is effective for improving the dimensions of the fluency and originality creativity of nursing students. It seems that scenario-based education is an appropriate radical method for traditional education methods.

Trial Registration: IRCT Registration Number: IRCT20140503017546N13; Registration Date: 09.05.2018.

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基于情景的小组讨论培训对护理专业学生创造力的影响：随机教育对照试验。

背景和目的：采用小组讨论等方法进行临床情景教学，有助于在真实的临床学习环境中学习和培养创造力。然而，这一领域的研究很少。本研究旨在评估基于情景的小组讨论培训对护理专业学生创造力水平的影响：本研究是一项随机对照教育试验，于 2019 年 1 月至 10 月在设拉子医科大学护理专业学生中进行。护理专业学生被随机分配到干预组和对照组（每组 22 人）。干预组的学生参加了一项培训计划，包括连续两周、每周三次、每次 60 分钟的课程。在每节课上，都会呈现 2-3 个场景，学生们会就此展开讨论。每个学生都被要求以书面故事的形式提交一项实践活动。在对照组中，培训以常规方式进行（学生介绍和讨论介绍的内容，不介绍情景）。数据收集采用了经过验证的创造力问卷。数据使用 SPSS 软件 22 版进行分析，采用卡方检验和 t 检验，显著性水平为 p：结果表明，干预结束后，各组在流畅性（p = 0.02）和独创性（p = 0.03）的平均得分方面存在差异，但各组在创造力总分方面没有显著差异（p = 0.09）：可以得出结论，基于情景的小组讨论训练能有效提高护生的流畅性和独创性。由此看来，情景教学是传统教育方法的一种适当的激进方法。试验注册：IRCT注册号：IRCT20140503017546N13；注册日期：2018年05月09日。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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