ArticleNursing open2023
Effectiveness of differentiated instruction on learning outcomes and learning satisfaction in the evidence-based nursing course: Empirical research quantitative.
Article in Nursing open, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimDiversified students in higher education and the complexity and difficulty of the evidence-based nursing course perceived by students challenge nursing educators. Differentiated instruction can provide students with various opportunities to learn and meet the learning needs of students with different academic abilities and strengths, which may be a solution. This study aimed to apply differentiated instruction to design the undergraduate evidence-based nursing course and evaluate the effects of differentiated instruction on students' learning outcomes and learning satisfaction.
designOne-group pretest-posttest pre-experimental design was applied.
methodsNinety-eight undergraduate nursing students enrolled in the evidence-based nursing course 2020 participated in this study. Students' learning outcomes including preferred learning styles, classroom engagement, collaborative learning, attitudes towards evidence-based nursing, learning satisfaction and evidence-based nursing knowledge were measured using validated questionnaires.
resultsThe differentiated instruction increased students' learning interests, promoted focused and independent thinking, and enhanced academic achievement. Students' classroom engagement, attitudes towards evidence-based nursing, evidence-based nursing knowledge and learning satisfaction were improved after the course. The course designed with differentiated instruction provided a supportive learning environment and furnished a vivid pedagogical way for the unique nursing profession. PATIENT OR PUBLIC CONTRIBUTION: Positive results of the study support the application of differentiated instruction in the evidence-based nursing course. The study indicates that the application of differentiated instruction in mixed-ability classrooms in the evidence-based nursing course improved students' learning outcomes, attitudes towards evidence-based nursing, evidence-based nursing knowledge and learning satisfaction. In clinical settings where nurses are even more diverse in academic education, clinical experiences and learning preferences, differentiated instruction can be a suitable application for in-service training and education to promote nurses' enthusiasm for professional learning.
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Registered trials
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