DẠY học xác SUẤT THỐNG kê CHO SINH VIÊN NGÀNH điều DƯỠNG THEO HƯỚNG TIẾP cận NĂNG lực NGHỀ NGHIỆP TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING HA NOI UNIVERSITY OF EDUCATION LAI VAN ĐINH TEACHING PROBABILITY - STATISTICS TO NURSING STUDENTS IN THE DIRECTION OF ACCESS TO CAREER CAPACITY Major: Theory and Methods of Teaching Mathematics Code: 9.14.01.11 SUMMARY OF DOCTOR’S THESIS IN EDUCATION Ha Noi - 2022 This Thesis was completed at HA NOI UNIVERSITY OF EDUCATION Supervisors: Asoc Prof Nguyen Anh Tuan PhD Refuter 1: Asoc Prof Cao Thi Ha PhD Thai Nguyen University of Education Refuter 2: Asoc Prof Nguyen Chien Thang PhD Vinh University Refuter 3: Asoc Prof Ngo Hoang Long PhD Ha Noi University of Education The thesis will be defended in front of the Thesis Evaluation Committee at department level at Hanoi National University of Education At … … … … 2022 The thesis then can be retrieved from: - Vietnam National Library, Ha Noi - Library of Ha Noi University of Education THE AUTHOR’S PUBLISHED RESEARCHES RELATED TO THE THESIS TOPIC Lai Van Đinh (2016), Practise skills of solving the problem of statistical hypothesis testing for student nurses, Journal of Science and Technology – Thai Nguyen University, Volume 152, No 2016 July/1, page 157-165 Nguyen Anh Tuan, Lai Van Dinh (2016), Training skills of applying Bayer theorem to teach Statistics probability for Nursing students, Journal of Education, No 384, Volume - 2016 June, page 46-49 Lai Van Dinh (2018), Teaching for solving the problem of regression to develop the ability to apply mathematics to professional practice for nursing students, Journal of Education, Special edition in 2018 June, page 172-175 Lai Van Dinh, Nguyen Thi Giang, Nguyen Anh Tuan (2018), Practise skill for solving the problem of statistics and probability to approach professionnal for nursing student, Vietnam Journal of Education, Vol.05, 2018 December, page 208-212 Lai Van Dinh (2021), Teaching Probability and Statistics to develop professional competence for nursing students, Journal of Education and Society, Special edition in 2021 August, page 193-197 PREAMBLE Rationale 1.1 About social policy The current trend of renovating mathematics education at tertiary level is to reduce academic theory, enhance practice, and apply it into practice Therefore, in universities that not specialize in mathematical research, Mathematics teaching is aim at developing the ability to apply mathematics in professional practice Therefore, in the nursing vocational training, the teaching of Probability - Statistics should focus on contributing to the development of professional capacity for students 1.2 About the situation of the teaching Probability - Statistics for nursing students Teaching and learning Probability - Statistics for nursing students remain limitations and shortcomings that need to be improved, especially in the situation of developing capacity in nursing care 1.3 About the need to develop the capacity to apply Probability Statistics to professional practice In teaching and learning Probability - Statistics for nursing students, orientation to approach capacity in nursing needs to be clarified, research conducting through developing the capacity to apply the subject while the requirement of university education innovation needs to focus on the implementation of nursing training goals basic competency standard of Nursing On the other hand, there is no research work currently on the development of capacity to apply to nursing students From the above bases, we choose the research topic of the thesis as “Teaching probability - statistics to nursing students in the direction of the access to career capacity” Goal and mission of study - Goal: Design and use teaching methods of statistical probability in the direction of the access to career capacity of nursing for students - Mission of study: 1- An overview study of some theoretical issues about the theory of teaching Mathematics and the problem of developing learners' competence in higher education 2- Research on some issues of training and competency standards of nursing at university level; theory and practice of teaching statistical probability to nursing students, thereby determining a number of standards and criteria in nursing competency that can be approached in teaching statistical probability Simultaneously, the research orients to approach nursing professional competence through fostering the ability to apply the subject to a number of nursing situations 3- Identify the elements of the ability to apply statistical probability to the nursing career that can develop for students 4- Design and use teaching methods of statistical probability in the direction of the access to career capacity of nursing for students 5- Pedagogical experiment to test the feasibility and effectiveness of the measure Objects and scope of study - Objects of study: The problem of teaching probability statistics for students in order to approach nursing professional competence - Scope of study: Teaching probability statistics to undergraduate students majoring in Nursing Scientific hypothesis: If the components of the capacity are defined to apply the subject of statistical probability to the practice of nursing and develop appropriate teaching methods it will directly foster the ability to apply the subject to nursing practice, from that helps students approach nursing career competencies in learning probability statistics Methods of study: Using methods of study: Theoretical studies; investigation and observation; experimental pedagogy; case studies and mathematical statistics Defended issues: Components of students' ability to apply statistical probability to the nursing profession; Methods of teaching statistical probability in the direction of the access to nursing career capacity through fostering the ability to apply statistical probability Contributions of the thesis - Clarifying the theoretical basis of teaching probability statistics in the direction of the access to nursing career competence - Proposing components of ability to apply statistical probability of students to the nursing profession - Investigate, analyze, evaluate and comment on the situation of teaching probability statistics at universities and colleges with vocational training in nursing associated with requirements for application to the profession - Investigate, analyze, evaluate and comment on the actual situation of applying statistical probability to the practice of nursing profession of nurses - Proposing measures to teach statistical probability in the direction of the access nursing career competence for nursing students Structure of the thesis In addition to the introduction and appendix, the thesis includes chapters: Chapter Theoretical and practical background; Chapter Developing measures of teaching probability - Statistics in the direction of the access to career competence for nursing students; Chapter Pedagogical experiment Chapter - THEORETICAL AND PRACTICAL BACKGROUND 1.1 History of study problem 1.1.1 Some studies on teaching Mathematics towards capacity development 1.1.1.1 Mathematics teaching research situation towards capacity development in the world 1.1.1.2 Mathematics teaching research situation towards capacity development in Vietnam In this section, the thesis presents an overview of the research history related to the topic in the country and in the world The results show that: Necessity and ability to innovate Mathematics teaching, focusing on developing the capacity of learners - especially the ability to apply mathematics in the real world of work, profession and life 1.1.2 The research situation teaches statistical probability associated with career 1.1.2.1 In the world 1.1.2.2 In Vietnam In this section, we study the situation and research results on teaching and learning statistics probability at all types and levels, especially with apprentices from relevant works in the world and in Vietnam The results show: Between statistical probability and practicality, the practice of vocational training in professional education has a close connection Approaching the issue of linking statistical probability teaching with practice from different purposes, contents and methods, the authors have obtained certain results in a number of professional fields However, the current practice of vocational training in Vietnam compared with the orientation and requirements of learners' capacity development, it is still necessary to research solutions to enhance teaching and learning of statistical probability associated with practice and training access to professional competence 1.1.3 Studies that teach statistical probability to Medical and Nursing students 1.1.3.1 In the world 1.1.3.2 In Vietnam Research results show that: In the world, the problem of developing capacity to apply statistical probability in vocational training in the health care field has been researched and achieved significant results, it can reference and application in Vietnam In Vietnam, although there have been a number of research works on teaching probability statistics associated with the profession of Medicine - Pharmacy; and the Nursing industry has a set of professional competency standards approaching the world level However, there have been no specific studies on the problem of teaching probability statistics in the direction of the access to career competence for nursing students 1.2 CAREER COMPETENCY 1.2.1 Competency 1.2.2 Concept about career competency In these sections, the thesis explores and analyzes a number of issues about competence and career competence: conception, characteristics, composition, thereby understanding “Career competence is the ability to apply knowledge, skills and attitudes to solve practical problems in professional activities (in accordance with the conditions, scope and purposes of application)”; this is the basis for applying the nursing career capacity 1.2.3 Career competency Nursing 1.2.3.1 Brief about nursing careers Research results show that there are similarities between medical treatment and nursing, and it is necessary to have a certain distinction in occupational practice (shown in Table 1.1 Difference between medicine diagnosis and nursing diagnosis) 1.2.3.2 Overview of career competency nursing Researching and analyzing nursing professional competence based on regulatory documents and actual nursing activities in health facilities, in this thesis we conceive: Nursing career competence is the ability to effectively apply professional knowledge in nursing to solve tasks and problems in the nursing field on the basis of prescribed professional standards in order to provide the best service for patients and the community From there, select a number of factors in the nursing competency standard that are necessary and accessible through the statistical probability module 1.2.3.3 Career competency standard in Nursing a) Basic competency standards Nursing b) Standard output nursing training program Nam Dinh University of Nursing promulgates the output standards training program cover 11-standards (appendix 7), in which, for the following standards, nurses need results of collecting and processing data by statistical probabilities about the patient to have evidence as a basis for identification, identification, selection, diagnosis , application, management, research, - Identify of health status, illness of individuals, families and community - Identify and diagnoses nursing in accordance with individual, family and community needs - Plan care and make care decisions in accordance with the needs of the individual, family, and community - Applying nursing techniques, use of drugs in personal, family and community care ensures safety, effectiveness and continuity - Managing patient care - Perform scientific research and evidence-based practice to improve the quality of patient care 1.3 REALITY OF TEACHING AND LEARNING STATISTICAL PROBABILITY IN NURSING CAREERS TRAINING SCHOOLS 1.3.1 The role of statistical probability in nursing careers Here, the author analyzes and clarifies the effect of statistical probability on activities in the nursing profession, specifies situations in which statistical probability is used to support prediction, decision making and care guidance patients (sticking to selected criteria) 1.3.2 Contents of the program and teaching requirements of statistical probability for nursing students 1.3.2.1 About curriculum program and teaching requirements 1.3.2.2 Analyze a number of documents, textbooks of statistical probability in nursing careers training 1.3.2.3 Analyze the requirements of the statistical probability module through some exam questions, test the module 1.3.2.4 Comment Studying the program, documents, research results on teaching probability statistics for medical students, comparing with the practice of teaching and learning nursing, we found that: programs, documents, contents and methods of teaching - assessing statistical probability today are still heavy on "academic science", less practical and especially lack of specific guiding situations into career practice 1.3.3 Survey the reality of teaching and learning statistical probability in Nursing careers Training Schools During the period of 8/2018 - 4/2019, we conducted surveys (interviews, questionnaires, observations) for lecturers, students, administrators, nurses, at a number of locations educational institutions with vocational training in nursing and some hospitals in the North of Vietnam in order to assess the current situation of teaching, learning and applying statistical probabilities for nursing students from the follow the access of standard competency approach Nursing profession The results show that: a) Current learning situation of students Due to many reasons, the integration of nursing practice into teaching probability statistics is still very limited, affecting understanding and especially students' the ability to apply of students b) Current teaching situation of lecturers Although up to 94.8% of lecturers are aware of the necessity of statistical probability for nursing profession, there are still many lecturers who have difficulty fostering the ability to apply statistical probability to approach the ability career competence for students c) Current situation of using statistical probability of nurses With the limitation of the above training process, nurses also face many difficulties when they need to apply statistical probability in the process of caring for and nursing patients The survey results of the above three subjects showed that: There is one reason why students during and after the nursing profession, despite seeing the necessity and effectiveness of statistical probability tools, still face difficulties, confusion and limitations when applying as the content and methods of teaching probability statistics are still "academic", lacking in practical application, and have not focused on developing practical capacity to apply the subject to the career, therefore, there is still very limited access to nursing skills in this module That shows that it is necessary to clarify the approach to professional competence in the process of teaching and learning statistical probability for nursing students 1.4 ACCESS TO CAREER CAPACITY IN TEACHING PROBABILITY - STATISTICS FOR NURSING STUDENTS 1.4.1 Accessibility to nursing career capacity of applying Probability Statistics On the basis of understanding and conception of competence, career competence, nursing career competence, with a defined approach, we conceive: Approaching nursing career capacity in teaching probability statistics is the design of an organization for teaching probability statistics for students in order to form and foster the ability to apply statistical probability to nursing professional situations, "asymptotic" to defined career competency standards In which, the ability to apply the subject of statistical probability to the nursing career is the ability to mobilize knowledge and skills about statistical probability to learn and solve nursing situations in the learning process Thus, within the subject of statistical probability, in order to approach nursing competency, we focus on clarifying the activities and abilities to apply statistical probability to practical situations of nursing apprenticeship; develop measures and organize for students to carry out practical activities applied in the process of teaching probability statistics Specifically, lecturers adjust the content, teaching methods, and how to organize practical activities to use statistical probability for students to directly affect the ability to manipulate statistical probability and statistics indirectly forming nursing career capacity development 1.4.2 Structure of capacity to apply Probability - Statistics to the career of nursing students Based on the selection of components in the nursing competency standard (section 1.2.3.3); Process of applying statistical probability (section 1.4.2.1) and Survey results (section 1.3.), We identify components of competency in applying statistical probability to the nursing profession, which are necessary and can be fostered for students in order to approach career competence through the statistical probability module: The competence to use knowledge and statistical probability method to detect the relationship, the opportunity to apply the subject in nursing practice situations 1.1 Situation detection, nursing problem needed and possibly using statistical probability to solve 1.2 Data collection: observation, recording, organizing,… 1.3 Speaking of practical problems of nursing careers The competence to mathematicalize nursing situations to convert elements of occupational problems into mathematical modeling using statistical probability tools 2.1 Convert nursing practice data into statistical data, probability data 2.2 Speaking the problem of statistical probability The competence to solve statistical probability problems 10 The lecturer organized for students to learn the nursing professional lesson "Child's physical development and growth chart", namely: - Activity 1: Students read the document "Child Health Care", find out the problems in the lesson where we can use the knowledge of statistical probability to explain (component 1) - Activity 2: The lecturer introduces the charts 2.1 Length / height growth chart for girls aged -5 years old and 2.2 Weight growth chart of girls from -5 years old Through the chart in the lesson, students will discover the mathematical model and become familiar with the mathematical modeling, (component 2) - Activity 3: students read the chart and the meaning of the chart, through which students know how to apply knowledge of statistical probability into practice and solve the modeling problem (component 3) - Activity 4: Let students learn and find out the problem and other nursing situations in the lesson, statistical probability can be used (component 1) - Activity 5: students mobilize an understanding of statistical probability and the apprentices learned, and the lecturers guide them in selecting a number of suitable nursing situations that can be learned (component 4) through question and answer about: How is the average weight and height index per group of children monitored? Can we use the chart above to conclude the nutrition for the child? Thus, in this example situation, the lecturer helped students exploit the ability to use the knowledge of statistical probability to understand the problem of child malnutrition in nursing activities + Technique 1.2 Practice for students to collect statistics in nursing care + Technique 1.3 The lecturer organizes students to practice considering real-life situations of nursing profession to express in a form close to the problem of statistical probability 2.2.2 Method 2: Strengthen knowledge and practice skills in solving statistical probability exercises with contents related to the practice of nursing 2.2.2.1 Scientific basis and meaning 2.2.2.2 Content and method of implementation + Technique 2.1 Strengthen knowledge of statistical probability for students + Technique 2.2 Applying G.Polya's 4-step process in teaching to solve statistical probability problems for students 11 + Technique 2.3 The lecturer synthesizes the forms of probability and statistics to teach the method knowledge and practice for students 2.2.3 Method 3: Building and use example systems and statistical probabilistic exercises linked to nursing practice 2.2.3.1 Scientific basis and meaning 2.2.3.2 Content and method of implementation + Technique 3.1 Exploiting (with modification, addition) medical situations already have in the statistical probability textbooks + Technique 3.2 Exploiting nursing situations with data from topics, dissertations, theses, and nursing research journals + Technique 3.3 Design teaching situations of statistical probability by exploiting examples and exercises in teaching materials of nursing professional modules 2.2.4 Method 4: Practice for students to apply the process of solving practical problems in nursing with knowledge and methods of statistical probability 2.2.4.1 Scientific basis and meaning 2.2.4.2 Content and method of implementation Based on reference to relevant procedures, we propose the process of solving practical problems of nursing by statistical probability (diagram 2.1), organization for student applied through: + Technique 4.1 Converting practical nursing professional situations into statistical data, probabilities, finding rules and mathematical results + Technique 4.2 Speaking the problem of statistical probability + Technique 4.3 Solve the problem of statistical probability + Technique 4.4 Answer questions about practical career situations 2.2.5 Method 5: Organization for students to use statistical probability in scientific research on the nursing profession 2.2.5.1 Scientific basis and meaning Students participating in scientific research rehearsals, it is a good opportunity to practice, consolidate their skills, get used to the application of statistical probabilities to the collection, processing, analysis of data, and making results evaluation, Thus, developing the ability to apply the subject to the nursing profession, forming the ability to study nursing science 12 2.2.5.2 Content and method of implementation i) The types of nursing career problems can use the statistical probability tool In the nursing profession, students can use statistical probability to collect, analyze and interpret data in situations to solve seven problems: Investigate the health and disease status of individuals and patients' families for community health nursing advice Monitor progress of nursing interventions implemented Find out information about the patient's health during treatment Evaluate the outcome of the nursing process to adjust care therapy based on the patient's health condition and expected outcomes Evaluate the effectiveness of drug therapy Monitor the patient's health after treatment to effectively coordinate with the patient, family and colleagues to ensure continuity of care for the patient Evaluate results and adjust health education plan based on intended goals ii) Process of applying statistical probability in nursing scientific research Based on vocational training goals (1.2.3.2) and nursing activity characteristics associated with the statistical probability tool (1.4.1.1), the process of solving practical problems (1.4.1.2), in order to help students solve the above problems, we propose a four-step process to organize, guide students to apply statistical probabilities to practice scientific research in the nursing field as follows: Step 1: Initial learn about the factors and characteristics that need to be evaluated Step 2: Analyze factors, characteristics and compare with reality to limit and select appropriate research tasks Step 3: Select and use appropriate statistical probabilistic knowledge and methods to test factors, characteristics Step 4: Using inspection methods to evaluate experimental results and confirm the effectiveness of the selected plan Specific instructions are presented in Table 2.1 Activities of lecturers and students in the study of solving large problems 13 2.3 USING PEDAGOGICAL MEASURES IN THE PROCESS OF DEVELOPING THE CAPACITY OF USE STATISTICAL PROBABILITY To develop the four component competencies identified in Section 1.4.1 and Table 1.7, in the process of teaching statistical probability, teachers need to actively use measures to organize students to practice applying the subject to nursing situations with the note: + Through fostering the ability to apply statistical probability to approach nursing career competence for students within the scope of teaching this subject + There is a close, inseparable relationship between the measures, supporting and forming a system of measures that together affect the components of the subject's application capacity When applying, lecturers need to choose and coordinate measures in a reasonable way to target the competency elements that can affect students Based on the process of applying statistical probability to solve the practical problem of nursing, comparing with the development requirements of four elements of the ability to apply the subject, we give three steps to apply the capacity development process for students is as follows: Step 1: Organization for student to reinforce theoretical knowledge, the basic skills of statistical probability Lecturers organize for students activities to consolidate basic knowledge and skills as a basis for implementing statistical probability factor identification in practical situations (Method 2, practice competence 3) Step 2: Organization for student to exposure, learn nursing practical situations to solve with statistical probability tool - Activity - Lecturer introduces steps of solving practical math (section 1.4.1) and illustrates the application in some nursing job situations (method 3) - Activity 2a - Organization for students to study some nursing situations, associate knowledge, appropriate methods to solve, and preliminary modeling the problem in a mixed form (including nursing industry problems and math factors) (method 1, practice competence 1,2) 14 - Activity 2b - Organization for students (on the basis of activity 1) to make hypotheses, identify known factors; predict the possible outcomes state the problem in pure mathematical form - here is the problem of statistical probability (method 1, practice competence 2, 3) - Activity - Organization for students to find ways to solve, determine methods and solve problems of statistical probability (method practice competence 3) - Activity - Organization for students to conclude the problem according to requirements (method 1, practice competence 1) Step 3: Lecturers exploit the system of questions and exercises (method 3) to organization for students to practice, practice the above steps through nursing practical situations, scientific research exercises (method 4, 5) 2.4 CONCLUSION CHAPTER In chapter 2, the thesis presents orientations as a basis for forming methods of teaching statistical probability in order to approach nursing professional competence through fostering components of competence in applying statistical probability in practice practice nursing activities for students The system of methods has influenced the motivation and interest of students when learning statistical probability; students are reinforced and practice applying statistical probability through solving a system of exercises associated with nursing practice; foster skills in solving practical problems and practice nursing scientific research using statistical probability tools In each measure, the analysis of the scientific basis has clarified the meaning and effect of that measure on the requirement to access nursing professional competence; At the same time, the method of implementing the measure and the illustrative examples have shown the organization of applying statistical probability and the impact of the measure on the four components of competence that need to be trained for students From fostering the capacity to apply statistical probability to the nursing profession, it can be seen that this is a practical solution that contributes to approaching nursing professional competence within the field of subject 15 Chapter - PEDAGOGICAL EXPERIMENT 3.1 PURPOSE AND MISSION OF THE EXPERIMENT 3.1.1 Experimental purpose Test and evaluate the feasibility and effectiveness of the proposed solution, the correctness and reasonableness of the scientific hypothesis; as a basis for applying in the practice of nursing training 3.1.2 Experimental mission - Build a plan (time and object), identify and select content, experimental methods - Designing an experimental lesson plan for teaching statistical probability in the direction of developing the ability to apply the subject to the practice of nursing - Conduct experiments and collect information - Processing data and evaluating experimental results 3.2 EXPERIMENTAL PLANS AND METHODS 3.2.1 Process and method of conducting experiments The author of the thesis and the lecturers at Nam Dinh University of Nursing who participated in the experiment conducted the experimental organization according to the 5-step process as follows: • Step Choose the experimental participant and classes in accordance with the school's teaching schedule • Step Select experimental content to ensure teaching progress according to the school and department • Step Build specific tasks for lecturers, guide and explain the purpose, content, procedures and pedagogical experimental methods for lecturers of experimental and control classes • Step 4: Discuss and exchange the content and methods of experiment, design lesson plan, conduct before and after the experiment • Step Evaluate experimental results 3.2.2 Experimental plan The experiment was conducted in two periods in the two academic years 2019-2020 and 2020-2021 at Nam Dinh University of Nursing, Subjects are nursing students with similar survey results between the experimental group and the control group 16 3.3 EXPERIMENTAL CONTENT In the first experiment with probabilistic content, in "Total Probability Theorem" (3 periods, including theory and practice) to focus on illustrating the measures, focusing on the purpose: To create interest and motivation to learn about practical situations of nursing profession; Fostering mathematical ability; Practice solving basic probability maths In the second experiment with statistical content, in "Statistical hypothesis testing" (3 periods, including theory and practice) to illustrate the measures, focusing on the purpose: Practice habits and ability to use statistical tools to learn about nursing practice; develop mathematic capacity and the ability to link and convert languages between the problem of probability and statistics and the results necessary for nursing care Experimental lesson plan: Total Probability Theorem (appendix 9); Statistical hypothesis testing (appendix 9) 3.4 EXPERIMENTAL RESULTS AND EVALUATION 3.4.1 Goal, content evaluation • Measure the change of student's ability to apply statistical probability subject (through factors in 1.4.2) • Evaluation criteria: Concretize four components to build a set of criteria as a basis for monitoring the level of competence achieved The levels achieved are on a 4-point scale: Weak = point; Average = point; Fair = points; Good = points (Table 1.8 Criteria for evaluating the capacity factors applying statistical probability) Test questions (1 and 2) are detailed in the thesis, with the intention of understanding and assessing the level of awareness and basic skills of statistical probability learned.; The competency to apply the subject to some of nursing situations is shown through the criteria (table 1.8.) In the test questions, the multiple-choice questions 1, 2, 3, are mainly used to test the knowledge ability and the ability to apply statistical probability To have a closer assessment basis of the ability to apply statistical probability to the nursing profession, we use a number of questions and exercises with the intention of finding out the ability to apply the subject through considering the following criteria and manifestation of students in the process of solving exercises Essay question with the aim of finding out the initial ability level of students - It is considered as the test "if for 17 some students that not need the impact of the methods, to what extent they achieve the ability to apply statistical probability to the practical occupational problem?" That helps us compare how the experimental object and the control object have initial differences in subject matter applicability? Therefore, we design this question in the form of "explicit", relatively close to the example, the problem stated in the textbook, lectures and students can just use the formula, familiar method to apply in a simple, , according to the form is answerable This question mainly focuses on the ability assessment, the basic level of the ability to apply statistical probability in solving problems with more or less professional practicality; mainly focuses on factors and 3, the impact of method 2, a part of method in the thesis Constructed response questions and 7, we put a higher requirement: Not only know how to solve some common exercises (method 2), but students need to show positive interest in learning nursing career situations (method 1), the ability mathematical model (methods 4, 5) and the skills to perform the process of solving practical problems of nursing with the statistical probability tool (method 4) So, here we take in specific nursing situations, expressed in terms of closer to the language of nursing, requires students to need habits, the ability to recognize "hidden" statistical probability factors as well as mathematical model skills, language conversion On the other hand, these questions help students approach standards 2, 4, 8, 21, 22 (question 6); Standards 4, 7, 22 (question 7) in the competency standards for nursing It can be said that: the questions in the test to detect and classify the attainment of components, criteria of the ability to apply statistical probability to the practice of the nursing career of students (shown in chart the distinction between sentences and sentences 6,7) 3.4.2 Assessment methods and results 3.4.2.1 Quantitative assessment method 3.4.2.2 Qualitative assessment method Through information obtained from teaching observations, attendance, interviews, analytical comments when marking exams, study sheets, (1) Through the student study card to learn about the level of awareness and understanding of students about theoretical knowledge, 18 skills to apply statistical probability to the nursing profession (suitable and towards the basic competency standards Vietnamese nurses) The main contents of the study cards are aimed at knowledge, lesson skills through questions and exercises that require applying statistical probability to the practice of nursing (2) Observing class: Time to observe the classroom received direct reflection from students about the knowledge of the lesson more or less; heavy or light; teaching fast or slow; interest in learning or not through lesson building suggestions (3) Interview to capture more comments from students about the lessons, gain more specialized knowledge; extensive nursing situations can apply statistical probability knowledge (4) Case study: For students in experimental class 14.5 3.4.2.3 Results and evaluate a) Experimental results of phase i) Quantitative factor The results shown in Table 3.4 Table of frequency distribution for phase inspection; Table 3.5 The distribution table of the results of the answers to questions 5, 6, and Chart 3.3 Chart of frequency distribution at the first test; Chart 3.6 The chart of the frequency distribution of the responses to questions 5, 6, ii) Qualitative factor - The results of student observations in lessons, interviews with lecturers and students showed that: The excitement and participation of the experimental class was more exciting, the atmosphere was more exciting (the impact of method 1) - Comment when mark the test: + About multiple choice questions (questions 1,2,3,4): Due to the content, form of expression, simple application of multiple choice questions is required; at the same time, with the limitations of objective multiplechoice questions, basically, experimental and control students gave relatively good answers, not clear about the ability to apply the subject + In question 5, it can be seen that the response rates of the two experimental groups (84.78%) and the control (80%) did not different much.; prove that: For some simple situations (often used by teachers in teaching statistical 19 probability to nursing students), the impact of the methods does not have much effect so that students not really need complex skills that can "overcome" + However, to questions 6, 7; when nursing situations (expressed in both content and expression) students become more difficult, there is a clear difference between the experimental students and the control students in showing the impact of the methods on the components of the subject application competence: in question is experimental (78.26%) and control (42.85%), in question is experimental (32.61%) and control (8.57%) iii) Impacts on the components of the subject's applicability competence (Section 1.4.3) The results of quantitative statistics and processing showed that the experimental class students had higher average scores than the control class ( x = 7, 239 compared with x = 6,314 ) Tables 3.4; 3.5 and charts 3.3; 3.4 show: the results of the rate "solving the problem" in experimental class have a significant difference compared to the control class So: - Student was able to perform mathematical modeling (factor 2); solving the statistical probability problem (factor 3); convert results to answer career questions (factor 4) - For factor 1, follow the student's participation in statistical probability theory and practice activities organized by lecturers: Strengthening knowledge and skills of solving statistical probability math (method 2); Learn about nurse practice through examples, exercises (method 3); Practice the process of applying statistical probability to solving nursing situations (method 4); Rehearsal of scientific research initially poses and solves nursing practical problems with statistical probability tool (method 5) Thus, the applied teaching methods have initially brought into play the effectiveness in teaching statistical probability to nursing students, affecting factors of the subject's application competence b) Experimental results of phase With the content and way of conducting experiments and evaluations similar to those in phase 1, we obtained the following results and evaluation: i) About quantitatively - Shown in Tables 3.6 The frequency distribution table of the 2nd test points and Table 3.7 Table of frequency distribution results of answers to TN ĐC 20 questions 5, 6, 7; charts 3.5 Frequency distribution of 2nd batch of checkpoints; and 3.6 Frequency distribution of answers to questions 5, 6, - In experiment phase 2, we conduct an additional method of assessing the development of the ability to apply the subject based on the established set of criteria (table 1.8) The results obtained in table 3.8 and chart 3.7 Table 3.8 Distribution of average score of evaluation criteria Xi Average value EXP 13 11 n = 36; x = 1,889 ± 0,902 CON 10 15 17 n = 47; x = 1,362 ± 0,888 Chart 3.7 Frequency distribution of scores obtained by levels ii) About qualitatively - By the same evaluation methods as for phase (observing, interviewing and talking with lecturers and students, surveying questionnaires, marking the test, ), combining and comparing with the quantitative statistical results, we obtained quite similar results and comments with phase - Experimental results of phase are somewhat better than phase (shown through the data and evaluation above) because: After experimenting, we learned from experience, adjusted both content and method, to guide lecturers to teach experiments more fully Exploitation of proposed methods has been used in a more reasonable and synchronous way by the lecturers c) Experimental results of case studies 21 The results of both quantitative and qualitative of the students participating in the case study showed that: They had a clear improvement in their ability to apply the subject of statistical probability into their professional practice (in the past statistical probability course as well as applied practice and nursing science research) General comments on experimental results - Practice observing the experimental pedagogical lessons in the experimental class and the traditional class in combination with exchanges with lecturers and students participating in the experiment compared with the expression criteria of the subject's ability to apply the subject in nursing practice situations to comment on the influence and effectiveness of teaching methods: - Lecturers participating in experimental teaching apply quite well pedagogical measures to the practice of teaching probability statistics Experimental students participate in active activities, focus more on the lesson because they see the necessity, close to the profession Students enthusiastically answer questions to build the lesson, and especially actively apply statistical probability to practical situations that nursing gives Meanwhile, students in the control class studied passively, paid little attention to learning activities and applied practice because they found the lesson less attractive and less attached to their profession (factor 1) - The proposed teaching measures are feasible and initially affect cognitive capacity and use statistical probability knowledge to learn nursing practice (factor 2); ability to apply statistical probability to mathematize and solve problems (factors 2, 3); competence linking converting results in terms of answering practical questions (factor 4) - The reason for the difference is that the control students are taught according to normal content and methods, so students have little opportunity to practice the necessary skills in the process of manipulating statistical probability (factor 3) into specific practical situations in the nursing profession; experimental students are interested and active in learning, so the ability to apply statistical probability has been affected, as a result of the impact of pedagogical measures 22 3.5 CONCLUSION CHAPTER The proposed pedagogical measures are feasible and have positive effects in the practice of teaching probability statistics for nursing students The applied measures affect the four components of the ability to apply statistical probability, help students understand and know how to use statistical probability in the vocational training process, and contribute to the formation of nursing professional competence Pedagogical measures help teachers adjust their approach, develop statistical probabilities, choose teaching methods and testing assessment, etc., in the direction of forming and fostering the ability to apply the subject into professional practice, approaching nursing professional competence in the process of teaching probability statistics to students Thus, the five proposed measures can be successfully implemented in the practice of teaching probability statistics and initially have a good effect on the goal of approaching nursing professional competence in teaching this module, directly train students with four competencies in applying statistical probability to practice in nursing 23 CONCLUSION To conduct an overview study of the research works on teaching and learning related to the health sciences and especially the nursing industry and analyze the existing results, draw important judgments about the role and impact application of statistical probability for nursing vocational training in Vietnam A survey on the current situation of teaching, learning and using statistical probability for subjects: teachers (lecturers), learners (students) and operators (nurses) shows that: In nursing training institutions, the teaching of statistical probabilities should be more closely followed with the requirement of applying statistical probability in professional practice On the basis of following the basic standards of nursing competence in Vietnam, the thesis proposes the concept, characteristics, structure, expression and evaluation criteria of the ability to apply statistical probability to nursing practice; Especially, the point of view on approaching nursing professional competence in teaching probability statistics is: Within the scope of a basic science module in the nursing training process - specifically statistical probability, we approach nursing professional competence in teaching this module through improving the content and teaching methods in the direction associated with practical nursing situations; strengthen the ability to practice statistical probability application for students in their careers The solution consists of methods of teaching probability statistics that have influenced motivation and interest in learning, and facilitated both the content and methods of studying probability statistics for students to practice their application skills statistical probabilities into diverse nursing practice situations Therefore, students not only master and apply statistical probability, but also initially approach nursing competence right in the statistical probability module, creating favorable conditions for students during their studies nursing profession The results obtained after the two-phase pedagogical experiment have proved that the proposed solution is feasible, initially promoting good efficiency for the goal of approaching nursing competency in teaching statistical probability for nursing students 24 The results obtained in the thesis show that: - The research task has been completed, the research purpose has been achieved: Identify four components of the ability to apply statistical probability to the nursing profession that need to be trained for students; Develop five methods of teaching probability statistics to approach nursing professional competence in the direction of training students' ability to apply statistical probability to nursing career situations - The hypothesis about the research problem is correct, reasonable, and has scientific significance ... control class studied passively, paid little attention to learning activities and applied practice because they found the lesson less attractive and less attached to their profession (factor 1)... • Step Choose the experimental participant and classes in accordance with the school's teaching schedule • Step Select experimental content to ensure teaching progress according to the school... problem of statistical probability The competence to solve statistical probability problems 3.1 Choose a theoretical tool in statistical probability and find a solution 3.2 Perform the problem solving