Decision-based learning for teaching arterial blood gas analysis

Keywords

arterial blood gases, decision-based-learning, education, nursing, teaching, tools

Abstract

Objectives: This case study explored implementation of a Decision-Based Learning (DBL) tool for teaching arterial blood gas (ABG) analysis to nursing students. Methods: For this mixed-methods study, ABG problems in a DBL model were solved by nursing students. Students answered a survey about their experience with DBL. Quantitative survey results are reported with descriptive statistics. Open-ended questions and instructor and student interview data were qualitatively analyzed. Results: Students had a positive experience with DBL and gained self-efficacy regarding ABG analysis. The tool was engaging, simple to use, and not overly time-consuming. Conclusions: DBL can be a useful tool for teaching ABG analysis to nursing students. Implications for an international audience nursing students everywhere benefit from understanding ABG analysis. DBL is a promising tool that can be used in any location with digital resources

Original Publication Citation

Tesseyman, S., Poulsen, T., Rainsdon-Meek, H., Leary, H., Sorensen, U., Plummer, K. (2023). Decision-based learning for teaching arterial blood gas analysis. International Journal of Nursing Education Scholarship. https://doi.org/10.1515/ijnes-2023-0028

Document Type

Peer-Reviewed Article

Publication Date

2023-7

Publisher

International Journal of Nursing Education Scholarship

Language

English

College

Nursing

University Standing at Time of Publication

Assistant Professor

Link to Full Text

Share

COinS