Effectiveness of Team Member Teaching Design on diabetes-related knowledge of practice nurses and the community covered by them

Abstract

Introduction: The use of modern teaching methods to train practice nurses empowers them to play their roles. This study aimed to compare the effectiveness of Team Member Teaching Design (TMTD) and the routine teaching methods on the diabetes-related knowledge of the community covered by practice nurses. Method: This quasi-experimental study was conducted on 24 practice nurses and 192 persons from the community covered by them. The samples were assigned into two groups of experiment and control via a simple randomization method. Diabetes care education was presented to the intervention and control groups using the TMTD and routine methods, respectively. The required data were collected through a researcher-made questionnaire related to diabetes and the TMTD model. The gathered data were analyzed in the SPSS-20 statistical package using the independent t-test, paired t-test, and repeated measures analysis of variance. Results: There was a significant difference between the mean scores of knowledge on TMTD between the practice nurses in the control and intervention groups after the intervention (P<0.001). The mean knowledge scores improved in the intervention group (12.08±1.44) compared to the controls (0.577±0.166) over time. Similarly, there were significant differences regarding the mean scores of diabetes-related knowledge in the community covered by the practice nurses in the experimental and control groups after the intervention (13.23±1.30 vs. 10.37±1.89) and at follow-up (12.42±1.49 vs. 9.96±1.72, respectively) (P<0.001). Conclusion: The TMTD increased the learning of practice nurses and the community covered by them more than the routine teaching method.