Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Faculty of Health and Social Sciences | en_US |
| dc.contributor.advisor | Xie, Yaojie (SN) | en_US |
| dc.contributor.advisor | Cheung, Kin (SN) | en_US |
| dc.creator | Zhang, Linan | - |
| dc.identifier.uri | https://theses.lib.polyu.edu.hk/handle/200/14524 | - |
| dc.language | English | en_US |
| dc.publisher | Hong Kong Polytechnic University | en_US |
| dc.rights | All rights reserved | en_US |
| dc.title | Development of a training program by integrating Kolb’s experiential learning theory and Jeffries’ simulation theory in improving competency for newly graduated nurses | en_US |
| dcterms.abstract | Background: Newly graduated nurses in mainland China frequently demonstrate insufficient clinical judgment and practical skills due to training programs that predominantly depend on the experiences of senior nurses rather than on structured learning theories. The objective of this investigation was to develop and evaluate a training program that integrated Jeffries' simulation theory with Kolb's experiential learning theory in order to enhance the clinical proficiency of newly graduated nurses. | en_US |
| dcterms.abstract | Objectives: (1) To create a training program for newly graduated nurses that is based on Kolb's experiential learning theory and incorporates Jeffries' simulation theory to enhance simulation learning. (2) To evaluate the feasibility of the training program in terms of satisfaction, recruitment rate, eligible rate, attendance rate, and dropout rate, and to assess the preliminary effects of the program on the core competency of newly graduated nurses in terms of clinical judgement, theoretical knowledge, and operational skill. | en_US |
| dcterms.abstract | Methods: The investigation was divided into two phases. The training program was developed during Phase I, which was based on Kolb's four-stage experiential learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. In order to inform the selection of facilitators and the development of simulation cases, Jeffries' simulation theory was incorporated into the program. Three instruments, the Educational Practices Questionnaire (EPQ), the Simulation Design Scale (SDS), and the Self-confidence in Learning Scale (SCLS), were implemented as quality control measures for the simulation design during Phase I. A single-blinded, two-arm pilot randomized controlled trial was conducted during Phase II. The Huazhong University of Science and Technology Union Shenzhen Hospital was the site of the trial. The newly graduated nurses were randomly assigned to either the experimental or control group. The nurses in the experimental group received training from the new program in addition to traditional training. Conventional training was administered to the nurses in the control group. The primary outcome was clinical judgment, which was evaluated using the Lasater Clinical Judgment Rubric both before and after the two-month training period. A customized assessment was implemented to evaluate secondary outcomes, which included operational skills and theoretical knowledge. The recruitment rate, eligibility rate, attendance rate, dropout rate, and participants' satisfaction level were evaluated using a self-designed questionnaire to determine the feasibility. A per-protocol analysis was implemented for nurses who adhered to the designated study protocol. The Wilcoxon signed-rank test was employed for skewed continuous variables, while the paired t-test was employed for normally distributed continuous data for within-group comparison. The McNemar's test was employed for categorical data. In order to investigate the intergroup differences post-intervention, Repeated ANCOVA was employed, which accounted for the time × group interaction. The significance level was determined to be p < 0.05. | en_US |
| dcterms.abstract | Results: Phase I of the new training program consisted of eight months, with two months designated as a Kolb learning cycle. In each cycle, five learning activities were implemented, including workshops, simulation group practices, clinical practices, reflection diaries, and an OSCE exam. Additionally, two simulation cases were conducted. The simulation design's satisfaction level was demonstrated by the fact that the mean scores of three questionnaires (SDS = 4.54, EPQ = 4.51, SCLS = 4.52) exceeded the benchmark scores. The study included a total of 52 nurses in Phase II, with 26 in the control group and 26 in the experimental group. When the baseline measurements were taken, there were no significant differences in gender, age, degree, or graduation score between the two groups (all P > 0.05). During the initial two months of the program, which corresponds to the initial Kolb learning cycle, a pilot RCT study was implemented. Both groups exhibited substantial enhancements in their clinical judgement, theoretical knowledge, and operational skills scores following the intervention (all P < 0.01). The experimental group's mean clinical judgement scores increased from 12.35 to 26.88, while the control group's mean score increased from 13.31 to 24.92 (both P < 0.01). The difference between the two groups was statistically significant (14.54 vs. 11.62, t = 2.09, P = 0.02). The experimental group exhibited a significantly higher level of improvement in the subdimensions of effective response (t = 2.37, P = 0.01) and effective reflection (t = 1.87, P = 0.03) than the control group. Furthermore, the experimental group exhibited significantly increased operational skills in comparison to the control group (between-group difference: 32.23 vs. 26.81, t = 2.51, P = 0.007). The recruitment rate, eligible rate, attendance rate, and dropout rate were 91.03%, 87.32%, 93.54%, and 16.13%, respectively, for the feasibility test. The participants demonstrated good satisfaction level (67.32/75) regarding the training novel, engaging, organized, and conducive to learning. | en_US |
| dcterms.abstract | Conclusion: Our new training program successfully improved the core competency of newly graduated nurses, proving that a structured and effective approach to training newly recruited nurses could be achieved by combining Kolb's theory of experiential learning with simulation theory. Future nursing education programs can benefit greatly from combining Kolb's theory of experiential learning with Jeffries' theory of simulation. | en_US |
| dcterms.extent | 213 pages : color illustrations | en_US |
| dcterms.isPartOf | PolyU Electronic Theses | en_US |
| dcterms.issued | 2025 | en_US |
| dcterms.educationalLevel | DHSc | en_US |
| dcterms.educationalLevel | All Doctorate | en_US |
| dcterms.accessRights | restricted access | en_US |
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| File | Description | Size | Format | |
|---|---|---|---|---|
| 9303.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 9.17 MB | Adobe PDF | View/Open |
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