Effects of Task Performance Style in Nursing Management Practicum on Problem-Solving and Nursing Competency according to Communication Ability of Nursing Students
1Professor, College of Nursing, Chonbuk National University, Korea.
2Full-time Lecturer, College of Nursing, Chonbuk National University, Korea.
3Assistant Professor, College of Nursing, Chonbuk National University, Korea.
4Part-time Lecturer, College of Nursing, Wonkwang University, Korea.
Correspondence: Kim, Hyun Kyung. College of Nursing, Chonbuk National University San 2-20 Geumam-dong, Deokjin-gu, Jenoju-si, Jeonllabuk-do 561-182, Korea. Tel: 82-63-270-3121, Fax: 82-63-270-3127, kimhk@jbnu.ac.kr
• Received: February 1, 2011 • Revised: February 14, 2011 • Accepted: February 15, 2011
This study was done to examine effects of task performance style, communication ability and their interaction on problem-solving ability and nursing competency of nursing students participating in a nursing management practicum.
Methods
The study was a non-equivalent control group non-synchronized design. Participants were 56 fourth year nursing students (25 in the cooperative task group and 31 in the individual task group) and data were collected from March to September 2010. Additionally, two groups were classified based on communication ability of students and four groups were classified by their task performance style and communication ability. Problem-solving ability and nursing competency were measured pre- and post-test and compared between groups. Data were analyzed using SPSS Windows 17.0 program.
Results
Neither problem-solving ability and nursing competency were statistically significantly different according to task performance style. Nursing competency was statistically significantly higher in the high communication group compared to the low communication group. Problem-solving ability was significantly different among the four groups classified by task performance style and communication ability.
Conclusion
Nursing educators may need to improve students' communication ability to improve nursing competency and also assign different tasks based on communication ability of nursing students to improve problem-solving ability.
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*High-Com/Colla-T: High Communication & Collaborative Task, High-Com/Indiv-T: High Communication & Individual Task, Low-Com/Colla-T: Low Communication & Collaborative Task, Low-Com/Indiv-T: Low Communication & Individual Task.
†Missing was excluded.
Table 2
Comparison of outcomes after nursing management practicum between two groups classified by task performance style (N=56)
Table 3
Comparison of outcomes after nursing management practicum between two groups classified by communication ability (N=56)
*Descriptive statistics results of 2 groups.
Table 4
Comparison of outcomes after nursing management practicum among four groups classified by task performance style and communication ability (N=56)
*Descriptive statistics results of four groups.
†High-Com/Colla-T: High Communication & Collaborative Task, High-Com/Indiv-T: High Communication & Individual Task, Low-Com/Colla-T: Low Communication & Collaborative Task, Low-Com/Indiv-T: Low Communication & Individual Task.
‡Com-Task group: group classified by communication ability and task performance style
Figure & Data
References
Citations
Citations to this article as recorded by
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Effects of Task Performance Style in Nursing Management Practicum on Problem-Solving and Nursing Competency according to Communication Ability of Nursing Students
Effects of Task Performance Style in Nursing Management Practicum on Problem-Solving and Nursing Competency according to Communication Ability of Nursing Students
Homogeneity test of groups (N=56)
*High-Com/Colla-T: High Communication & Collaborative Task, High-Com/Indiv-T: High Communication & Individual Task, Low-Com/Colla-T: Low Communication & Collaborative Task, Low-Com/Indiv-T: Low Communication & Individual Task.
†Missing was excluded.
Comparison of outcomes after nursing management practicum between two groups classified by task performance style (N=56)
Comparison of outcomes after nursing management practicum between two groups classified by communication ability (N=56)
*Descriptive statistics results of 2 groups.
Comparison of outcomes after nursing management practicum among four groups classified by task performance style and communication ability (N=56)
*Descriptive statistics results of four groups.
†High-Com/Colla-T: High Communication & Collaborative Task, High-Com/Indiv-T: High Communication & Individual Task, Low-Com/Colla-T: Low Communication & Collaborative Task, Low-Com/Indiv-T: Low Communication & Individual Task.
‡Com-Task group: group classified by communication ability and task performance style
Table 1
Homogeneity test of groups (N=56)
*High-Com/Colla-T: High Communication & Collaborative Task, High-Com/Indiv-T: High Communication & Individual Task, Low-Com/Colla-T: Low Communication & Collaborative Task, Low-Com/Indiv-T: Low Communication & Individual Task.
†Missing was excluded.
Table 2
Comparison of outcomes after nursing management practicum between two groups classified by task performance style (N=56)
Table 3
Comparison of outcomes after nursing management practicum between two groups classified by communication ability (N=56)
*Descriptive statistics results of 2 groups.
Table 4
Comparison of outcomes after nursing management practicum among four groups classified by task performance style and communication ability (N=56)
*Descriptive statistics results of four groups.
†High-Com/Colla-T: High Communication & Collaborative Task, High-Com/Indiv-T: High Communication & Individual Task, Low-Com/Colla-T: Low Communication & Collaborative Task, Low-Com/Indiv-T: Low Communication & Individual Task.
‡Com-Task group: group classified by communication ability and task performance style
