• Uncategorized

Topic 1 Evaluating Recent Research

Topic1: Evaluating Recent Research

Topic1: Evaluating Recent Research

Foran,P. (2016). Undergraduate surgical nursing preparation and guidedoperating room experience: Aquantitative analysis. Nurse Education in Practice, 16(1),217-224.


Foran(2016) examined whether undergraduate student nurses with theguidedoperating theatre experience had higher pass rate than those with noexperience or non-guided. In particular, Foran (2016) sought tounderstand whether undergraduate nursing students achieve greaterlearning about surgical ward nursing when the learning occurs viaguided operating theatre experience. Participants wereknowledge-tested while in their last semester of study and GraduateNurse Preceptorship year. This was done with a view to determinewhether there was a relationship between the knowledge gained byundergraduate nurses about surgical ward nursing and theatreeducation they gained. It was revealed that undergraduate nursingstudents being offered guided operating theatre experience were morelikely to pass than those receiving no experience or guided learning. Undergraduate nursing students achieve greater learning aboutsurgical ward nursing when the learning occurs via guided operatingtheatre experience.

HypothesesTested using t-test

AlternativeHypothesis (H1):undergraduate student nurses with theguidedoperating theatre experience had higher pass rate than those with noexperience or non-guided theatre experience.

NullHypothesis ((H0):undergraduate student nurses with theguidedoperating theatre experience had relatively equal pass rate comparedto those with no experience or non-guided theatre experience.

Theindependent variable

Inthis study, the independent variables were guided operating theatreexperience and non-guided theatre experience and the measurementlevel was ratio scale. Three-hundred and thirty-two (3332)undergraduate nursing students were knowledge-tested onpost-and-pre-operative nursing to see whether they had been affectedby the non-guided or guided operating theatre experience.


Inthis study, the dependent variables were patient education,post-and-pre operative nursing care, infection control (Asepsis), andpost-operative pain management. These four construct were the levelsof measurement of surgical nursing skills and knowledge acquired bynursing students. Level of measurement of DV was nominal. The studylooked at how the independent variable (the non-guided or guidedoperating theatre experience) impacted knowledge acquired by studentnurses (Dependent variable).

Typeof Data used &amp Test used for data analysis

Typeof Data used

Inthis study, Foran (2016) sought to find out whether there weredifferences in performance in undergraduate student nurses learningvia guided operating theatre experience and learning via noexperience or non-guided operating theatre condition.

Datawas analyzed quantitatively. This involved statistically comparingbetween participants’ experience or type of program they hadparticipated in and their knowledge gained. Measures includedparticipant score and pass/fail, model of education, non-guidedverses guided practical experience and time they spend within theoperating suite.

TestUsed for Data analysis

Independentt-test analysis was performed to assess the difference betweenundergraduate student nurses with theguidedoperating theatre experience and those with no experience ornon-guided. Assumptions for the application of t-test were met.

One-wayanalysis of variance (ANOVA) was used to assess difference betweengroups (i.e., more than two groups). Assumptions for the applicationof ANOVA were met. One-way ANOVA was appropriate for testingdifferences in means in groups that were more than two namely:equality of variance, the independence of cases, and normality(Hazra, &amp Gogtay, 2016 Plichta &amp Kelvin, 2013) were met.Being an Omnibus test statistics, ANOVA could reveal which specificgroups (i.e., the non-guided and guided) were statisticallysignificantly different from other groups. As such, subsequentpost-hoc analysis was performed using HSD (Turkey’s HonestlySignificant Difference) test and Mann-Whitney Mu test. Assumptionsfor post-hoc analysis (Plichta &amp Kelvin, 2013) were equally met.A liner regression model was constructed and used to compare betweenparticipant score and time spent in the theatre. The researcher alsocomputed the Pearson product-moment correlation.


Nursingstudents who participated in the guided the guided operating theatreexperience had higher pass rate than those with no experience ornon-guided. Nursing students achieved a higher pass rate and higherscore in knowledge testing via guided operating theatre experience asopposed to those in the no operating or non-guided theatreexperience. Undergraduate student nurses who did not receive guidedoperating theatre experience were deficiency in knowledge at the timeof their graduation.

Implicationof the results

Itwas noted that in Australia, guided operating theater nursing wasplugged out of the undergraduate nursing core curricula, and replacedwith the follow-through learning style. The finding of this studycould have some implication to the nursing field in that it willinform policy makers in Australia and in other countries to considerincluding guided operating theatre experience in the nursing corecurriculum for undergraduates to help prepare them for surgical wardnursing. As was observed in this study, student nurses in guidedexperience within the operating theatre were able to learn more thantheir counterparts in the surgical and medical wards. The finding ofthis study further emphasizes the importance of re-introducingoperating theatre placements to help ease the problem of difficultyin securing acute surgical and medical placements. These results alsoinform us that rather than make attempt to create additional timefrom the crowded curriculum, resources and time could be reallocatedfrom surgical nursing to guided operating theatre experience.Importantly, it was revealed that undergraduate student nurses missedout the experience on operating theatre during their undergraduateeducation. This study revealed that this may not sufficiently supportsafe knowledge post-and-pre-operative surgical nursing care.


Foran,P. (2016). Undergraduate surgical nursing preparation and guidedoperating room experience: Aquantitative analysis. Nurse Education in Practice, 16(1),217-224.

Hazra,A., &amp Gogtay, N. (2016). Biostatistics Series Module 3: ComparingGroups: Numerical Variables. IndianJournal of Dermatology, 61(3),251-260.

Plichta,S., &amp Kelvin, E. A. (2013). Munroâstatistical methods for health care research (6th ed.).Philadelphia, PA: Lippincott Williams &amp Wilkins.