The Effect of Web‐Based Nursing Process Teaching on Senior Nursing Students' Care Planning Skills#
ABSTRACT OBJECTIVE To evaluate the effect of web‐based nursing process teaching on
senior nursing students' care plan preparation skills. METHODS Pretest‐posttest
intervention design was used. A total of 131 senior nursing students were evaluated for 5
weeks. Data were collected using a datasheet, a nursing care plan (pretest‐posttest), and a
self‐efficacy form. FINDINGS The intervention group had significantly higher data collection,
planning stage scores, and a total care plan score than the others. The intervention group …
senior nursing students' care plan preparation skills. METHODS Pretest‐posttest
intervention design was used. A total of 131 senior nursing students were evaluated for 5
weeks. Data were collected using a datasheet, a nursing care plan (pretest‐posttest), and a
self‐efficacy form. FINDINGS The intervention group had significantly higher data collection,
planning stage scores, and a total care plan score than the others. The intervention group …
OBJECTIVE
To evaluate the effect of web‐based nursing process teaching on senior nursing students’ care plan preparation skills.
METHODS
Pretest‐posttest intervention design was used. A total of 131 senior nursing students were evaluated for 5 weeks. Data were collected using a datasheet, a nursing care plan (pretest‐posttest), and a self‐efficacy form.
FINDINGS
The intervention group had significantly higher data collection, planning stage scores, and a total care plan score than the others. The intervention group was competent in all self‐efficacy items, except the one concerning prioritizing nursing diagnoses.
CONCLUSIONS
Web‐based nursing process teaching offered with the curriculum helps students to develop care planning skills.
IMPLICATIONS FOR NURSING PRACTICE
It is necessary to focus on different teaching methods and using standardized terminology in teaching the nursing process.
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