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The Effectiveness of Using Situational Awareness and Case-based Seminars
in a Comprehensive Nursing Skill Practice Course for Undergraduate Nursing
Students: A Quasi-experimental Study

1
Y. Sun and T. Yuan 2

1 Department of Graduate School, Wannan Medical College, Wuhu, An Hui, China, Wannan Medical
2
College, China, and Department of Gynecology and Obstetrics Nursing, School of Nursing, Wannan
Medical College, China

Background: Nurses play an important role in healthcare development. The increasing demands for
nurses mean that nursing schools at the undergraduate level have the responsibility to ensure patient
safety and quality care through a well-designed curriculum.

Objective: This research aimed to evaluate the effect of the teaching method combined with
situational awareness and case-based seminars in a comprehensive nursing skills practice course
on the level of self-directed learning, professional identity, academic self-efficacy, theoretical scores,
practical scores, teaching satisfaction, and student competence among nursing students.

Oral Presentation Abstracts
Methods: This is a simple random sample research and this research used the parallel design method. The
research population comprised was of the grades of 2019 and 2020 at Wannan Medical College in Anhui
Province, China (n =169, response rate 77.88%). The observation group from grade 2020 used the teaching
method combined with situational awareness and case-based seminars, whereas the control group from
grade 2019 used the traditional teaching mode. General information, self-directed learning, a professional
identity, and academic self-efficacy were compared between the two groups. This research used means
and standard deviations, chi-square, the Shapiro-Wilk test, and an independent sample t-test for statistical
analyses.

Results: Compared with the control group, the total scores for self-directed learning, professional identity,
and academic self-efficacy were higher in the observation group. More significant improvements were
made in the observation group on the level of theoretical scores and practical scores (P <0.05). Meanwhile,
teaching satisfaction and student competence were improved after the intervention (P <0.05). There was
no significant difference in social persuasion (P >0.05).

Conclusion: The teaching method combined with situational awareness and case-based seminars in
a comprehensive nursing skills practice course has the potential to improve the level of self-directed
learning, professional identity, and academic self-efficacy, and it increases theoretical scores, practical
scores, teaching satisfaction, and student competence.

Keywords: situational awareness, cased-based seminars, self-directed learning, professional identity, ac-
ademic self-efficacy

_____________________________________________________________________________________________________
Correspondence: Ting Yuan, Department of Gynecology and Obstetrics Nursing, School of Nursing,
Wannan Medical College, China
E-mail: yuanting@wnmc.edu.cn

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