Volume 14, Issue 4 (3-2023)
2023, 14(4): 55-62 |
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Ethics code: IR.GMU.REC.1395-72
Clinical trials code: IRCT20170 71317756N21
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Mansoorian M R, Khosravan S, Sajjadi M, Soltani M, Khazaei A. Effectiveness of Team Member Teaching Design on diabetes-related knowledge of practice nurses and the community covered by them. North Khorasan University of Medical Sciences 2023; 14 (4) :55-62
URL: http://journal.nkums.ac.ir/article-1-2697-en.html
URL: http://journal.nkums.ac.ir/article-1-2697-en.html
1- Assistant Professor, Department of Nursing, Gonabad University of Medical Sciences, Gonabad, Iran
2- Professor, Department of Community Health Nursing, Gonabad University of Medical Sciences, Gonabad, Iran
3- Associate Professor, Department of Community Health Nursing, Gonabad University of Medical Sciences, Gonabad, Iran
4- Instructor, Faculty of Paramedicine, Cardiovascular Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
5- Instructor of Community Health Education, Deputy of Treatment, Nursing Office, Birjand University of Medical Sciences, Birjand, Iran ,mscn63@yahoo.com
2- Professor, Department of Community Health Nursing, Gonabad University of Medical Sciences, Gonabad, Iran
3- Associate Professor, Department of Community Health Nursing, Gonabad University of Medical Sciences, Gonabad, Iran
4- Instructor, Faculty of Paramedicine, Cardiovascular Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
5- Instructor of Community Health Education, Deputy of Treatment, Nursing Office, Birjand University of Medical Sciences, Birjand, Iran ,
Abstract: (1000 Views)
Introduction: The use of modern teaching methods to train practice nurses empowers them to play their roles. This study aimed to compare the effectiveness of Team Member Teaching Design (TMTD) and the routine teaching methods on the diabetes-related knowledge of the community covered by practice nurses.
Method: This quasi-experimental study was conducted on 24 practice nurses and 192 persons from the community covered by them. The samples were assigned into two groups of experiment and control via a simple randomization method. Diabetes care education was presented to the intervention and control groups using the TMTD and routine methods, respectively. The required data were collected through a researcher-made questionnaire related to diabetes and the TMTD model. The gathered data were analyzed in the SPSS-20 statistical package using the independent t-test, paired t-test, and repeated measures analysis of variance.
Results: There was a significant difference between the mean scores of knowledge on TMTD between the practice nurses in the control and intervention groups after the intervention (P<0.001). The mean knowledge scores improved in the intervention group (12.08±1.44) compared to the controls (0.577±0.166) over time. Similarly, there were significant differences regarding the mean scores of diabetes-related knowledge in the community covered by the practice nurses in the experimental and control groups after the intervention (13.23±1.30 vs. 10.37±1.89) and at follow-up (12.42±1.49 vs. 9.96±1.72, respectively) (P<0.001).
Conclusion: The TMTD increased the learning of practice nurses and the community covered by them more than the routine teaching method.
Method: This quasi-experimental study was conducted on 24 practice nurses and 192 persons from the community covered by them. The samples were assigned into two groups of experiment and control via a simple randomization method. Diabetes care education was presented to the intervention and control groups using the TMTD and routine methods, respectively. The required data were collected through a researcher-made questionnaire related to diabetes and the TMTD model. The gathered data were analyzed in the SPSS-20 statistical package using the independent t-test, paired t-test, and repeated measures analysis of variance.
Results: There was a significant difference between the mean scores of knowledge on TMTD between the practice nurses in the control and intervention groups after the intervention (P<0.001). The mean knowledge scores improved in the intervention group (12.08±1.44) compared to the controls (0.577±0.166) over time. Similarly, there were significant differences regarding the mean scores of diabetes-related knowledge in the community covered by the practice nurses in the experimental and control groups after the intervention (13.23±1.30 vs. 10.37±1.89) and at follow-up (12.42±1.49 vs. 9.96±1.72, respectively) (P<0.001).
Conclusion: The TMTD increased the learning of practice nurses and the community covered by them more than the routine teaching method.
Type of Study: Orginal Research |
Subject:
Basic Sciences
Received: 2022/09/3 | Accepted: 2022/11/21 | Published: 2023/02/26
Received: 2022/09/3 | Accepted: 2022/11/21 | Published: 2023/02/26
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