Investigating the Influence of First Principles of Instruction on Trauma Management Skills in Nursing Students.

Jianbang Chen, Zhonghou Lin, Mingyuan Sun, Huan Lin, Tianyu Liang
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Abstract

Background: This study aimed to evaluate the effects of first principles of instruction on trauma management skills for undergraduate nursing students.

Method: Two hundred twenty-four nursing students from Fujian Medical University were divided into control and experimental groups. Participants in the experimental group applied first principles of instruction and introduced design modifications to acquire trauma management skills.

Results: Scores for trauma management skills were significantly higher in the experimental group than in the control group. In addition, 89% of students strongly agreed with using first principles of instruction and indicated satisfaction with the teaching mode.

Conclusion: First principles of instruction enhance theoretical understanding of trauma management skills, with significant score differences between experimental and control groups. High student satisfaction underscores the effectiveness of this approach in creating a conducive learning environment. Integrating first principles of instruction holds promise for deeper comprehension and long-term educational success among nursing students. [J Nurs Educ. 2024;63(11):731-736.].

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调查第一教学原则对护理专业学生创伤处理技能的影响。
背景本研究旨在评估第一教学原则对护理本科生创伤处理技能的影响:将福建医科大学 224 名护理专业学生分为对照组和实验组。方法:将福建医科大学 224 名护理专业本科生分为对照组和实验组,对照组采用第一性原理教学,实验组采用设计性修改,以掌握创伤处理技能:结果:实验组创伤处理技能得分明显高于对照组。此外,89% 的学生非常赞同使用第一教学原则,并对这种教学模式表示满意:第一教学原则增强了学生对创伤处理技能的理论理解,实验组和对照组的得分差异显著。学生的高满意度凸显了这种方法在创造有利学习环境方面的有效性。整合第一教学原则有望加深护理专业学生的理解并取得长期的教学成功。[护理教育杂志,2024;63(11):731-736。]
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