https://orcid.org/0000-0003-1663-8976
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Abstract
Background: Caring for cancer patients is a complex process that requires considerable knowledge and a wide range of skills.
Aim: The purpose of this study is to demonstrate that outcome-based course design would bring about significant differences in the nursing students' knowledge, confidence, and skills.
Method: This was a randomized controlled trial with two-group pretest and post-test experimental study in 2014 involving a total of 213 students. The descriptive and inferential statistics were used to analyze the data.
Results: The mean cancer nursing knowledge test score of the experimental group was higher than the control group at the post-test. The mean cognitive load score of the experimental group was lower than the control group at the post-test. The mean learning satisfaction and self-confidence score of the experimental group was higher than the control group.
Conclusions: This study demonstrated the feasibility of implementing an outcome-based educational intervention in baccalaureate nursing education.
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
Acknowledgements
The authors thank the nursing student participants and administrative personnel for their continued support throughout the academic journey.
Conflict of interest
The authors declare that there is no conflict of interests regarding the publication of this paper.
Author contributions
LLH, RSU, and SIH were responsible for research conception and design. RSU delivered the intervention and collected the data. SIH conducted data analysis. LLH and SIH drafted and revised the manuscript.
ORCID
Li-Ling Hsu http://orcid.org/0000-0003-1663-8976