الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 90 |  |  |
| | | from | 90 | | |
Abstract
The ultimate goal of nursing education programs is to graduate a greater number of highly skilled and competent professionals capable of cooperating with one another and other members of the health care team. Seemingly the traditional learning where the student is passive, should change to other models where an active role is required from the student. To increase student participation in the learning process active, learning methods, including small group learning, have become increasingly popular in modern curricula. One kind of small group learning, cooperative learning, is a relatively new instructional strategy in nursing education. Cooperative learning increases improvement of nursing skills, increases academic achievement, deeper understanding of learned material and lowers the level of anxiety and stress.
Cooperative learning is a teaching strategy which allows students to work together in small groups with individuals of various, abilities and backgrounds to accomplish a common goal. Each individual team member is responsible for learning the material and also for helping the other members of the team to learn
Aim of the study
The aim of the study was to compare the effect of using cooperative learning versus traditional learning on nursing students’ wound dressing performance. This study was carried out in the medical surgical skill lab at the Faculty of Nursing, Damanhur University. The study subjects comprised undergraduate nursing students (n=80), enrolled in the Medical Surgical Nursing Department (first semester of the second year), was randomly divided into two equal groups. The study group (n=40) and control group (n=40).
Tools:
To fulfill the aim of this study three tools were used for data collection.
Tool (I): wound dressing knowledge assessment questionnaire, used to assess nursing students’ knowledge related to wound dressing. It included two parts: Part I: Socio demographic data included data related to student’s age, sex, qualification, and previous academic achievement. Part II: Knowledge assessment: wound dressing was used to assess nursing students’ knowledge in relation to wound dressing. It included structured questions about the following items: meaning of wound, wound classifications, wound healing, phases of wound healing, types of wound healing, factors affecting wound healing, signs and symptoms of an infected wound, types of wound or incision closure, definition of wound dressing, purposes of wound dressing, topical agents for cleansing and disinfecting wounds, frequency of changing wound dressing, characteristic of ideal dressing, procedure of preparing a dressing package, procedure of opening a sterile package and dressing technique.
The knowledge assessment questions comprised four types of structured questions covering 25 items distributed as follows: four items matching questions, three items multiple choice questions, eleven items true or false questions, and seven items short answer questions. The total knowledge score was distributed into levels as follows: Excellent (42+), Very Good (37- _42), Good (31-__37), Satisfactory (29-_31), Poor (<29). Summary 64
Tool (II): Students’ performance observational checklist. This tool was used to assess the students’ skills related to wound dressing procedure following principles of aseptic technique. This tool was prepared by the Medical Surgical Nursing Department staff faculty of Nursing Alexandria University. (21) The tool was used in the Medical Surgical Nursing Department at the Faculty of Nursing, Damanhur University. The grades of each point in the hecklist ranged from 1-2 according to its importance with a total score of 60. The total practice score was distributed into levels as follows: Excellent (51+), Very Good (45- _>51), Good (39- _45), Satisfactory (36- _39), Poor (<36).
Tool (III): Student feedback questionnaire. This tool was used to determine students’ opinion about learning methods used for developing the nursing skills at the nursing lab. This tool consisted of five questions about: the best method preferences to learn nursing skills either traditional or cooperative, time allowed for training was enough or not, the learning method used was effective or not. If not why? , factors which facilitate or hinder learning nursing skills from students’ point of view, and ten points likert scale to reflect the degree of agreement or satisfaction for the learning method used whether; strongly agree, agree, disagree, strongly disagree. Strongly agree and agree, indicates students satisfaction while disagree and strongly disagree indicates dissatisfaction