Effects of Pre-training Program for Nursing Practicum in Delivery Room by Learning through Modeling and Return-demonstration Technique on Stress and Readiness of Nursing Students

Abstract

This quasi-experimental, pretest-posttest, single group design research aimed to 1) evaluate a pre-training program for the delivery room nursing practicum using modelling and return-demonstration observational learning techniques according to the perceptions of the participating nursing students. Purposive sampling was used to recruit 116 third-year nursing students who would be participating on delivery room practice for the first time the participants for the study. Research instruments consisted of 1) the pre-training program for the delivery room nursing practicum using modelling and return-demonstration observational learning techniques; 2) the data collection tools consisted of three questionnaires, namely a) the demographic data questionnaire, b) the Suanprung stress test-20 (SPST-20), and c) the pre-practice readiness for delivery room practice assessment.  The content of the pre-training program and readiness assessment were validated by three experts and the readiness assessment was tested for reliability, yielding a Cronbach's alpha coefficient of 0.92. Data were analyzed using descriptive statistics and paired t-tests.

The results showed that the mean score for the nursing students’ stress regarding delivery room practice before and after receiving the preparatory program were statistically significantly different (p<.05). The mean scores for the nursing students’ readiness for clinical practice before and after receiving the preparatory program were statistically significantly different (p<.001). Therefore, participating in preparatory programs that resemble real-life situations before beginning practical training helps promote learning and a positive attitude towards the profession, as well as the skills required in nursing practice.