Application and practice of ESA teaching method on the health assessment

Objective To explore an effective way in teaching health assessment focused on physical assessment, and to stimulate students′ interests and subjective initiative. Methods The study randomly investigated higher vocational nursing students who were in clinical practice. The control group contained 50 students of class 2012 and received normal teaching method. Meanwhile, the intervention group contained 49 students of class 2013 and received ESA teaching method. The teaching effects were compared between the two groups. Results The grades of theory examination and the clinical skills assessment were (78.99±5.65) and (92.43±5.71) for the intervention group, which were higher than the grades for the control group (t=-2.41, -4.20; P<0.05). The semi-structured interviews demonstrated that the ESA teaching method was able to significantly inspire students′ learning interests and subjective initiative as well as improve their self-confidence. Conclusions The ESA method can effectively visualize the abstract theoretical knowledge and stimulate student′s learning interests. It should be further developed to help students to enhance and practice their knowledge and skills. Key words: Nursing education; ESA teaching method; Health assessment; Physical assessment; Classroom teaching