Abstract
Background: Vocational education not only focuses on knowledge transfer but also emphasizes practical application. The cultivation of practical-based learning is a crucial core of vocational education, balancing theory and practice while addressing students' diverse development.
Purpose: The purpose of this study was to develop an oncology nursing practice curriculum aligned with core competencies and to evaluate its effectiveness. The curriculum was designed around a practical-based learning approach, encouraging students to engage in discussions that foster learning engagement, enhance self-efficacy.
Methods: This study utilized a single-group pre-test and post-test design with a convenient sample of 27 students. The questionnaire assessed self-directed learning, learning engagement, and self-efficacy. The five most important units related to nursing care include: post-surgical wound care for cancer patients, handling and protection of chemotherapy closed systems, care for central venous catheters in chemotherapy, care for tumor fungating wounds, and nutritional assessment for cancer patients. Data was analyzed by SPSS 25.0.
Result: The study included 22 females and 5 males, with an average age of 18.1 ± 0.52 years. There was a significant difference in learning motivation scores, the pre-test score was 19.86 ± 3.16 and post-test score was 21.36 ± 3.25(p < .05). Additionally, there was a significant difference in interpersonal communication scores, the average value of pre-test was 12.54 ± 2.61 and post-test value was 14.22 ± 2.28 (p < .05). The satisfaction score for the depth of learning was 88%, while the learning engagement satisfaction for the oncology nursing curriculum was 80%.
Conclusion: Practical-based learning can enhance self-directed learning among college students in their oncology nursing curriculum. This study integrates practical-based learning as a key strategy for the initial learning experience in oncology nursing for students.
Notes
References:
Hye, K. J., Hee, K. S., Young, P. E., & Gak, K. I. (2021). Development and Application of Case-based Video Education for Oncology Nursing based on Clinical Reasoning. Asian Oncology Nursing, 21(2).
Shoki, R., Suzuki, H., & Ota, E. (2023). Training Programs to Promote the Nursing Practice Skills of Overseas Qualified Nurses: A Scoping Review. Pacific Rim International Journal of Nursing Research, 27(2).
McClelland, A. G., Shaw, D., O'Grady, N., & Fattoum, A. (2023). Recovery for development: a multi-dimensional, practice-oriented framework for transformative change post-disaster. The Journal of Development Studies, 59(1), 1-20.
Sigma Membership
Lambda Beta at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Continuing Education, Academic-clinical Partnership, Oncology Nursing Students
Recommended Citation
Chien, Chih-Yin and Wang, Tsae-Jyy, "Evaluation of Practical-Based Instruction in Oncology Nursing Curriculum for College Students" (2025). International Nursing Research Congress (INRC). 68.
https://www.sigmarepository.org/inrc/2025/posters_2025/68
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Evaluation of Practical-Based Instruction in Oncology Nursing Curriculum for College Students
Seattle, Washington, USA
Background: Vocational education not only focuses on knowledge transfer but also emphasizes practical application. The cultivation of practical-based learning is a crucial core of vocational education, balancing theory and practice while addressing students' diverse development.
Purpose: The purpose of this study was to develop an oncology nursing practice curriculum aligned with core competencies and to evaluate its effectiveness. The curriculum was designed around a practical-based learning approach, encouraging students to engage in discussions that foster learning engagement, enhance self-efficacy.
Methods: This study utilized a single-group pre-test and post-test design with a convenient sample of 27 students. The questionnaire assessed self-directed learning, learning engagement, and self-efficacy. The five most important units related to nursing care include: post-surgical wound care for cancer patients, handling and protection of chemotherapy closed systems, care for central venous catheters in chemotherapy, care for tumor fungating wounds, and nutritional assessment for cancer patients. Data was analyzed by SPSS 25.0.
Result: The study included 22 females and 5 males, with an average age of 18.1 ± 0.52 years. There was a significant difference in learning motivation scores, the pre-test score was 19.86 ± 3.16 and post-test score was 21.36 ± 3.25(p < .05). Additionally, there was a significant difference in interpersonal communication scores, the average value of pre-test was 12.54 ± 2.61 and post-test value was 14.22 ± 2.28 (p < .05). The satisfaction score for the depth of learning was 88%, while the learning engagement satisfaction for the oncology nursing curriculum was 80%.
Conclusion: Practical-based learning can enhance self-directed learning among college students in their oncology nursing curriculum. This study integrates practical-based learning as a key strategy for the initial learning experience in oncology nursing for students.
Description
The presentation mainly explores the benefits of a practice-oriented strategy in oncology nursing curriculum. Through the implementation of these curriculum, students can enhance their learning motivation and communication and collaboration skills, achieving statistically significant results. The findings indicate that practice-oriented course design can improve nursing students' self-directed learning and increase their learning satisfaction.