ArticlePloS one2026
Effectiveness of a pedagogical module for the process of weaning from mechanical ventilation in advanced nursing education.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Abstract
backgroundPedagogical module for weaning process from mechanical ventilation (WPMV) is the specific need for advanced nursing education in cardiothoracic intensive care unit (CICU). The CICU nurses need to have Advanced nursing personnel in the CICU require comprehensive theoretical knowledge and applied clinical reasoning skills including patient data analysis, structural decision-making, and care decision justifications to safely adjust ventilator settings following cardiothoracic surgery. However, currently no specific a pedagogical module for advanced nursing education used for CICU in Malaysia.
aimTo investigate the effectiveness of a structured pedagogical module for WPMV in improving knowledge and applied clinical reasoning among Cardiothoracic Intensive Care Unit (CICU) nurses.
methodsThis study utilizes a quasi-experimental, non-randomized pre-post design. A total of 24 CICU nurses participated. Participants were grouped based on an institutional competency threshold of 70%, which reflects the standard passing criterion for clinical assessments in the study setting. The 70% cutoff represents the standard institutional passing threshold established by the Medical Education and Nursing Division at the National Heart Institute (IJN) for postgraduate clinical assessments and unit privilege. This study focuses primarily on within-group changes following the intervention, while the comparison group is used as a performance benchmark rather than for inferential comparison.
resultsThe implementation of the pedagogical module led to a statistically significant improvement in participants' knowledge and applied clinical reasoning. Participants in the intervention group demonstrated a statistically significant improvement in theoretical scores (mean difference = 37.63, p < 0.001). The large effect size indicates substantial educational impact. Due to the small and unequal group sizes, between-group comparisons were interpreted descriptively rather than inferentially.
conclusionThe WPMV pedagogical module significantly improves theoretical knowledge and applied clinical reasoning among CICU nurses. However, conclusions are limited to educational outcomes, and further research is required to evaluate its impact on clinical practice and patient outcomes.
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