A Study of the Effect of Integrated Education of Professional Operating Room Skills on the Undergraduate Operating Room Students Professional SelfConcept

Abstract

Introduction: Professional self-concept is an individual's perception of himself as a professional and influences his thinking, role evolution, professional behavior and performance. Integrated education technique provides the opportunity for interaction and feedback at higher levels of learning. Among employed job, nursing needs to be further enhanced by professional self-concept. Therefore, present study aimed to determine the effect of integrated education of operating room skills on the undergraduate operating room students professional self-concept.
Background and objective
Professional skills training and patient safety have become ever-increasing challenges for operating room instructors and students. Integrated education technique provides the opportunity for interaction and feedback at higher levels of learning. Applying this approach results in the discovery of knowledge and active learning, and facilitates the learning of problem-solving skills, creative critical thinking, clinical reasoning, and self-efficacy. The present study aimed to study the effect of integrated education of professional operating room skills on the undergraduate operating room students professional self-concept.
Methods: In this experimental study, 104 undergraduate operating room students who were studying the Faculty of Nursing and Midwifery of Shiraz University of Medical Sciences were selected as samples and randomly divided into two experimental and control groups. In both groups, the participants filled the research questionnaires before and immediately after the intervention (participating in an education program). The control group was taught only by the typical program and the experimental group weekly participated in 6sessions of blended education program. Kolmogorov-Smirnov statistical test was used to investigate the data normality. In addition, independent t-test, paired t-test, chi-square test and Fisher test were used to analyze the data.
Results: According to the results of present study, in the experimental group, there was a significant difference between the mean self-concept scores of the operating room students before and after the intervention (P = 0.005). Thus, the intervention increased the mean self-concept score. Also, the greatest change was observed in the leadership dimension.
Conclusion: The trainings designed with the purpose of developing the students' professional skills and provide a positive image of the profession, can increase the operating room students professional self-concept.