Authors

Inmaculada Eizmendi Garate1, Ainitze Labaka2, Marta Arrue2

Position

1Diplomada en Enfermería. Facultad de Medicina y Enfermería. Universidad del País Vasco (UPV/EHU). Sección Donostia-San Sebastián. Departamento de Enfermería II. Donostia-San Sebastián (Guipuzcoa) 2Doctora. Facultad de Medicina y Enfermería de la Universidad del País Vasco (UPV/EHU). Sección Donostia-San Sebastián. Departamento de Enfermería II. Donostia-San Sebastián (Guipuzcoa)

Contact address

Inmaculada Eizmendi Garate. Facultad de Medicina y Enfermería. Universidad del País Vasco (UPV/EHU). Sección Donostia-San Sebastián. Departamento de E

Contact email: inma.eizmendi@ehu.es

Abstract

Objective: to analyze the differences in acquiring declarative and argumentative knowledge about vaccination through two educational methodologies: Case Method (CM) and Lecture Class (LC) in 2nd year students of the Nursing Degree at the Universidad del País Vasco/Euskal Herriko Unibertsitatea.
Method: a post-intervention study with a non-equivalent control arm, conducted in the 2019/20 year. The study included all students (n= 29) enrolled in the Nursing Care in the Life Cycle I subject in their second year. The experimental arm (EA: CM) was formed by those who chose continuous evaluation, and the control arm (CA: LC) by those who chose final evaluation. Both arms received a 12-hour blended training course by the same teacher. There was analysis of: gender, age, type of training, and results in declarative and argumentative knowledge obtained at the final exam of the subjects. Descriptive statistics indexes and bivariate analyses were conducted.
Results: the study included 29 students (EA n= 23; CA n= 6). Overall, the median (Me) score achieved was 8 out of 17. In declarative knowledge (from 1 to 10), the results were: EA [Me= 6; IQR (4-8)]; CA [Me= 1; IQR (0-2.75)]; p= 0.003. In argumentative knowledge (from 1 to 7), the results were: EA [Me= 2; IQR (1-4)]; CA [Me= 1; IQR (0.75-1.25)]; p= 0.012.
Conclusions: case Method is a more effective tool vs. the lecture model, for future nurses to memorize information and argue about any doubts asked by users about vaccination. Results have shown that there is room for improvement in both arms.

Keywords:

vaccination; nursing students; Nursing education; research in Nursing education; problem-based learning; case method; knowledge; before and after controlled studies

Versión en Español

Título:

Efecto del método del caso en el conocimiento sobre vacunación en estudiantes de Enfermería