Effect of Toolkit Teaching Strategy on Pediatric Nursing Students' Practical Skills Regarding Neonatal Resuscitation | ||
| Egyptian Journal of Health Care | ||
| Article 79, Volume 12, Issue 1, March 2021, Pages 1327-1344 PDF (608.15 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/ejhc.2021.198464 | ||
| Authors | ||
| Rehab Ibrahim Mostafa Radwan1; Abeer Abd El-Razik Ahmed Mohammed2; Zohour Ibrahim Rashwan3; Noha Mohamed Arafa4 | ||
| 1Assistant professor, Pediatric Nursing, Faculty of Nursing, Damanhour University | ||
| 2Assistant professor, Pediatric Nursing, Faculty of Nursing, Alexandria University | ||
| 3Lecturer of Pediatric Nursing, Faculty of Nursing, Alexandria University Nursing Department, College of Health and Sport Sciences, University of Bahrain, Zallaq, Bahrain. | ||
| 4Lecturer of Pediatric Nursing, Faculty of Nursing, Alexandria University | ||
| Abstract | ||
| Background: Effective learner-centric innovative teaching strategies are currently being used to encourage active students' participation, enhance creative thinking and improve their problem-solving abilities. Toolkit strategy is one of these teaching strategies, which involves an integration of diversity teaching methods that improve undergraduate nursing students’ learning capabilities and their confidence in the clinical setting. Aim: The aim of this study was to determine the effect of toolkit teaching strategy on pediatric nursing students’ practical skills regarding neonatal resuscitation. Setting: The study was carried out in Pediatric Nursing Labs at the Faculty of Nursing, Damanhour University. Subjects: The subjects of the present study comprised of "70" students divided randomly into "study and control" groups 35 students per group. Tools: Two tools were used, namely, Neonatal Resuscitation Practical Skills Observational Checklist and Pediatric Nursing Students’ Satisfaction Assessment Scale. Results: The study revealed a statistically significant difference between the study and control groups in relation to their practical skills in the performance of neonatal resuscitation procedure immediately after the conduction of teaching (P<0.000*). Moreover, all students in the study group were highly satisfied after performing the procedure using toolkit strategy. Meanwhile, less than half of the students in the control group (42.9%) were highly satisfied with the traditional method of practical training and the difference was statistically significant (P< 0.000*). Conclusion: It can be concluded that applying toolkit teaching strategy as a method of teaching has a positive effect on the practical skills of nursing students. Additionally, it improves their satisfaction level with the teaching process. Recommendation: The main recommendation of the current study was to apply toolkit teaching strategy as an innovative method of teaching in all academic nursing departments which possess practical skills in their academia courses at the Faculty of Nursing, Alexandria University and Damanhour University. | ||
| Keywords | ||
| Toolkit teaching strategy; Pediatric Nursing; Students’ Practical Skills; Neonatal Resuscitation | ||
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