Evaluation of the Effect of Training by Buzz Group Method on Nursing Diagnostic Skills of Nursing Students
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Background and Purpose
Nursing diagnosis is the basis for nurses’ care plan; however, it is one of the most difficult responsibilities of nursing students. Therefore, selection of a proper method in order to facilitate the training process and increase critical thinking is of paramount importance.
Materials and Methods
This quasiexperimental study with pretest-posttest design was conducted on 64 nursing students of seventh semester. After the conduction of the pretest, nursing diagnosis skills were taught to the students of the intervention group through Buzz group technique, whereas the subjects of the control group received normal learning processes. At the end of the classes, posttest was carried out for both groups. The applied questionnaire in this study contained two parts of demographic and scenario information of patients hospitalized in the CCU. Independent t-test was used to for inter-group comparison and the paired t-test for intra-group comparison.
In this study, the results of paired t-test revealed that mean scores of the intervention group were higher than the control group (P<0.001). Results of the paired t-test indicated an increase in mean scores of the intervention group after the training (P<0.001).
According to the results of this study, training with the Buzz group method had a positive impact on diagnosis skills of the nursing students and could improve their ability of critical thinking and performance. Therefore, it is recommended that this method be used to train nursing students.
Nursing process, Nursing diagnosis, Buzz group training technique, Nursing education.