Effect of Teaching Nursing Process Using Integrated Method (Concept Map and Advance Organizer) on Nursing Student's Clinical Learning

Learning the key issues in providing nursing care requires new instructional strategies that prevent superficial learning of students and improve meaningful and high level learning in them. The aim of this study was to determine effect of teaching the nursing process in composing method on nursing students and their clinical learning. In a quasi-experimental study with two groups, pre-test post-test design, all fifth and Seventh semester nursing students were selected by census method and randomly divided into two control and case groups. Both groups control and case received education using routine and integration method, respectively, for 6 hours. Both groups cared patients a week. Students’ performance was evaluated during the clinical course. Data were collected by nursing process record evaluation form and pre-test post-test, then analyzed with chi-square, Mann-Whitney and T test. Assessment scores in pre and post test scores of two groups showed that composing method in the field of knowledge is more than routine method and the Mann-Whitney test showed statistically significant difference between control and intervention groups (p =0/002). The chi-square test showed not a significant difference between the group and nursing process record (before and after intervention). According to study results and more students participate in education, using a combination of training methods is recommended.