Abstract:A high level of satisfaction with the care provided by nursing students indicates that the students were able to meet the patients' needs, which may serve as an indicator of the quality of nursing education and quality of care provided by future nurses.
“…This is consistent with patient satisfaction score in terms of this domain. However, in Oskay, Güngör, and Basgöl () and Can et al. () studies, patients were highly satisfied with the care they received from the nursing students (Can et al., ; Oskay et al., ).…”
AimsThis study aims to determine the effect of teaching Orem's self‐care model on nursing students’ clinical performance and patient satisfaction.DesignThe study was a quasi‐experimental, non‐randomized, two‐group design with posttest.MethodsIn this quasi‐experimental study, 66 nursing students were selected via convenience sampling method. The intervention group was trained based on Orem's self‐care model and the control group based on the routine nursing process method. Both groups cared patients for a week. Students’ performance was evaluated during the clinical course by performance observation checklist and patient satisfaction was assessed at the end of clinical course using patient satisfaction form. Data were analysed in SPSS software using chi‐squared, Fisher Exact test, Mann–Whitney, t test and two‐way ANOVA.ResultsClinical performance evaluation mean score in the intervention group was significantly higher than that of the control group. However, patient satisfaction scores in both the control group and intervention group did not show statistically significant differences. Orem's self‐care model showed a 23% improvement in students’ performance. It is recommended to use Orem's self‐care model for undergraduate courses, especially in clinical training.
“…This is consistent with patient satisfaction score in terms of this domain. However, in Oskay, Güngör, and Basgöl () and Can et al. () studies, patients were highly satisfied with the care they received from the nursing students (Can et al., ; Oskay et al., ).…”
AimsThis study aims to determine the effect of teaching Orem's self‐care model on nursing students’ clinical performance and patient satisfaction.DesignThe study was a quasi‐experimental, non‐randomized, two‐group design with posttest.MethodsIn this quasi‐experimental study, 66 nursing students were selected via convenience sampling method. The intervention group was trained based on Orem's self‐care model and the control group based on the routine nursing process method. Both groups cared patients for a week. Students’ performance was evaluated during the clinical course by performance observation checklist and patient satisfaction was assessed at the end of clinical course using patient satisfaction form. Data were analysed in SPSS software using chi‐squared, Fisher Exact test, Mann–Whitney, t test and two‐way ANOVA.ResultsClinical performance evaluation mean score in the intervention group was significantly higher than that of the control group. However, patient satisfaction scores in both the control group and intervention group did not show statistically significant differences. Orem's self‐care model showed a 23% improvement in students’ performance. It is recommended to use Orem's self‐care model for undergraduate courses, especially in clinical training.
“…The first row in the project model ( Figure 2), in green, shows the theory that the nursing implementation of an evidence-based intervention (process) will have an affect on patient outcomes. Based on the findings from previous research, nursing students' involvement has a positive influence on patient care (Austria, Baraki and Doig, 2013;Marks & Koren, 2011;Oskay, Gungor & Basgol, 2015). Therefore, nursing students' implementation of evidence-based interventions will have positive impact on the quality of patient care and will result in improved patient outcomes.…”
Section: Project Model and Rationalementioning
confidence: 99%
“…Research has shown that the care patients receive from nursing students improves patient satisfaction (Oskay, Gungor & Basgol, 2015). Improved patient satisfaction will have a positive effect on patient care and lead to improved patient outcomes (Austria, Baraki & Doig, 2013;Marks & Koren, 2011;Oskay, Gungor & Basgol, 2015).…”
Section: Significance For Nursingmentioning
confidence: 99%
“…The nursing student is a member of the healthcare team that is perceived by patients as positively influencing patient care (Suikkala, Leino-Kilpi & Katajisto, 2009;Marks & Koren, 2011). Patient satisfaction with the care received from nursing students has also been linked to overall patient satisfaction (Oskay, Gungor & Basgol, 2015). Suikkula, Leino-Kilpi & Katajisto (2009) conducted a study about the studentpatient relationship and found that patients benefit from student involvement in patient care in the clinical setting.…”
Section: Introductionmentioning
confidence: 99%
“…Suikkula, Leino-Kilpi & Katajisto (2009) conducted a study about the studentpatient relationship and found that patients benefit from student involvement in patient care in the clinical setting. Patients report that nursing students are responsive to patient needs; provide individualized care; communicate well with other caregivers and patients; and are proficient in knowledge and skilled care (Oskay, Gungor & Basgol, 2015). A recent study by Soric, Glowczewski & Lerman (2016) focused on pharmacy students to teach medication information, purpose and side effects to patients on several units within a healthcare facility and the intervention resulted in a significant improvement in HCAHPS survey results pertaining to medication education.…”
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