Advertisement

A Study of Learning Effectiveness in Disaster Nursing Course Based on Kirkpatrick’s Evaluation Model

  • Jing-Shia Tang
  • Chien-Liang Chen
  • Chia-Chang Chuang
  • Chia-Jung Chen
  • Jui-Ying FengEmail author
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 785)

Abstract

This study aims to evaluate the course of disaster nursing through assessing nursing students’ satisfaction, knowledge and skills gain and impact on practices by the Kirkpatrick’s evaluation model. Seventy undergraduate nursing students were surveyed. The study adopted the Kirkpatrick’s evaluation model which contains four levels. Data were presented by descriptive statistics, Person correlation and t-test to conduct the analysis. Level 1 “Reaction”, the significant positively correlation existed between course satisfaction and teaching strategies. Level 2 “Learning”, post-test data was significantly higher than pre-test data. There was positively significant correlation existed between level 3 (Behavior) and level 4 (Result). Our course programs can be used as a reference for future nursing schools offer related courses to prepare the implementation of disaster nursing courses and teaching methods, establish suitable disaster nursing education programs for our national conditions.

Keywords

Disaster nursing course Kirkpatrick’s evaluation model Nursing students 

References

  1. 1.
    World Health Organization (WHO), International Council of Nursing (ICN): ICN Framework of Disaster Nursing Competencies. World Health organization, Geneva, Switzerland (2009)Google Scholar
  2. 2.
    Hannafin, M.J., Hill, J.R., Land, S.M., Lee, E.: Student-centered, open learning environments: research, theory, and practice. In: Handbook of Research on Educational Communications and Technology, pp. 641–651. Springer, New York (2014)Google Scholar
  3. 3.
    Hannafin, M.J.: Student-centered learning. In: Encyclopedia of the Sciences of Learning, pp. 3211–3214. Springer, US (2012)Google Scholar
  4. 4.
    Zlatkin-Troitschanskaia, O., Pant, H.A., Coates, H.: Assessing student learning outcomes in higher education: challenges and international perspectives. Assess. Eval. High. Educ. 41(5), 655–661 (2016)CrossRefGoogle Scholar
  5. 5.
    Pang, S., Chan, S.S., Cheng, Y.: Pilot training program for developing disaster nursing competencies among undergraduate students in China. Nurs. Health Sci. 11(4), 367–373 (2009)CrossRefGoogle Scholar
  6. 6.
    Alim, S., Kawabata, M., Nakazawa, M.: Evaluation of disaster preparedness training and disaster drill for nursing students. Nurse Educ. Today 35(1), 25–31 (2015)CrossRefGoogle Scholar
  7. 7.
    Baack, S., Alfred, D.: Nurses’ preparedness and perceived competence in managing disasters. J. Nurs. Scholarsh. 45(3), 281–287 (2013)Google Scholar
  8. 8.
    Chan, S.S., et al.: Development and evaluation of an undergraduate training course for developing International Council of Nurses disaster nursing competencies in China. J. Nurs. Scholarsh. 42(4), 405–413 (2010)CrossRefGoogle Scholar
  9. 9.
    Pesiridis, T., Sourtzi, P., Galanis, P., Kalokairinou, A.: Development, implementation and evaluation of a disaster training programme for nurses: a Switching Replications randomized controlled trial. Nurse Educ. Pract. 15(1), 63–67 (2015)CrossRefGoogle Scholar
  10. 10.
    Kapur, G.B., Baez, A.A.: International Disaster Health Care: Preparedness, Response, Resource Management, and Education. Apple Academic Press Inc., Oakville (2017)Google Scholar
  11. 11.
    Cefalu, C.A. (ed.): Disaster Preparedness for Seniors: A Comprehensive Guide for Healthcare Professionals. Chapter 12: Outcomes of Academic-Based Geriatric Emergency Preparedness and Response (GEPR) Training for Medicine, Health, and Behavioral Professions, pp. 163–189. Springer, New York (2014)Google Scholar
  12. 12.
    Kirkpatrick, D.L., Kirkpatrick, J.L.: Evaluating Training Programs, 3rd edn. Berrett-Koehler Publishers, Inc., San Francisco (2006)Google Scholar
  13. 13.
    Alliger, G.M., Janak, E.A.: Kirkpatrick’s levels of training criteria: Thirty years later. Pers. Psychol. 42(2), 331–342 (1989)CrossRefGoogle Scholar
  14. 14.
    Knowles, M.S.: The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge, New York (1980)Google Scholar
  15. 15.
    Georgino, M.M., Kress, T., Alexander, S., Beach, M.: Emergency preparedness education for nurses: Core competency familiarity measured utilizing an adapted emergency preparedness information questionnaire. J. Trauma Nurs. 22(5), 240–248 (2015)CrossRefGoogle Scholar
  16. 16.
    May, J., Colbert, D., Rea, S., Wood, F., Nara-Venkata, R.: Preparedness and training in staff responding to a burns disaster. Br. J. Nurs. 24(18), 918–923 (2015)CrossRefGoogle Scholar
  17. 17.
    Loke, A.Y., Fung, O.W.M.: Nurses’ competencies in disaster nursing: implications for curriculum development and public health. Int. J. Environ. Res. Public Health 11(3), 3289–3303 (2014)CrossRefGoogle Scholar
  18. 18.
    Djalali, A., Hosseinijenab, V., Hasani, A., Shirmardi, K., Castrén, M., Öhlén, G., Panahi, F.: A fundamental, national, medical disaster management plan: an education-based model. Prehospital Disaster Med. 24(6), 565–569 (2009)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2019

Authors and Affiliations

  • Jing-Shia Tang
    • 1
    • 2
  • Chien-Liang Chen
    • 3
  • Chia-Chang Chuang
    • 4
  • Chia-Jung Chen
    • 2
  • Jui-Ying Feng
    • 5
    Email author
  1. 1.Department of NursingChung Hwa University of Medical TechnologyTainanTaiwan
  2. 2.International Doctoral Program in Nursing, College of MedicineNational Cheng Kung UniversityTainanTaiwan
  3. 3.Department of Physical TherapyI-Shou UniversityKaohsiungTaiwan
  4. 4.Department of Emergency Medicine, National Cheng Kung University Hospital, College of MedicineNational Cheng Kung UniversityTainanTaiwan
  5. 5.Department of NursingCollege of Medicine National Cheng Kung UniversityTainanTaiwan

Personalised recommendations