Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education
Abstract Introduction Nursing education needs to be dedicated to sparking creativity as well as enhancing dynamic thinking and clinical decision-making skills. In this respect, exploiting quantum-learning methodology can be effective since it provides contexts and contents to improve. Objective The...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-04-01
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| Series: | Smart Learning Environments |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40561-022-00198-7 |
| _version_ | 1819209817387958272 |
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| author | Sahar Arab Khozaei Najmeh Valizadeh Zare Hossin Karimi Moneghi Tahereh Sadeghi Mousa Mahdizadeh Taraghdar |
| author_facet | Sahar Arab Khozaei Najmeh Valizadeh Zare Hossin Karimi Moneghi Tahereh Sadeghi Mousa Mahdizadeh Taraghdar |
| author_sort | Sahar Arab Khozaei |
| collection | DOAJ |
| description | Abstract Introduction Nursing education needs to be dedicated to sparking creativity as well as enhancing dynamic thinking and clinical decision-making skills. In this respect, exploiting quantum-learning methodology can be effective since it provides contexts and contents to improve. Objective The main objective of this study was to compare the effects of the quantum-learning methodology and conventional teaching learning achievement, motivation to learn, and retention among nursing students during critical care nursing education. Methods This quasi-experimental study was conducted on 46 nursing students, enrolled in the sixth semester at the School of Nursing and Midwifery affiliated to Mashhad University of Medical Sciences, Mashhad, Iran, were initially randomized into intervention and control groups. Then, the phases of “enroll, experience, label, demonstrate, review, and celebrate model were implemented in the intervention group, receiving the quantum-learning methodology. With regard to the control group, education was fulfilled according to the conventional teaching method. The learning achievement was subsequently measured in each group using. One month later, the in both groups were calculated. The data collection tools included a demographic characteristics form and the Kolb’s Learning Style Inventory and Learning Motivation Questionnaire. The data were finally compared via statistical tests. Results The total scores of the learning achievement in the intervention group were 16.84 ± 2.28 and these values were equal to 15.16 ± 2.41 in the control group, which were significantly different based on the independent-samples t-test results (p < 0.001). The retention mean scores in the intervention and control groups were also by 13.25 ± 1.88 and 11.71 ± 2.05, respectively (p < 0.001). In the intervention group, motivation to learn before and after education significantly different (p < 0.001). However, such a significant difference was not observed in the control group before and after the intervention (p = 0.30). Conclusion It was concluded that teaching methods encouraging students and providing interactive and fun environments could boost motivation to learn and give rise to retention, particularly in skill-based programs and courses. Teachers can thus utilize dynamic models such as the quantum-learning methodology to help students understand and gain more nursing skills. |
| first_indexed | 2024-12-23T06:01:18Z |
| format | Article |
| id | doaj.art-1710c5eaac1f4ca7bd7278d2199947ea |
| institution | Directory Open Access Journal |
| issn | 2196-7091 |
| language | English |
| last_indexed | 2024-12-23T06:01:18Z |
| publishDate | 2022-04-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj.art-1710c5eaac1f4ca7bd7278d2199947ea2022-12-21T17:57:40ZengSpringerOpenSmart Learning Environments2196-70912022-04-019111110.1186/s40561-022-00198-7Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing educationSahar Arab Khozaei0Najmeh Valizadeh Zare1Hossin Karimi Moneghi2Tahereh Sadeghi3Mousa Mahdizadeh Taraghdar4School of Nursing and Midwifery, Mashhad University of Medical SciencesNursing and midwifery care research center, Mashhad University of Medical SciencesNursing and Midwifery Care Research Center, Department of Medical Surgical Nursing, School of Nursing and Midwifery, & Department of Medical Education, School of Medicine, Mashhad University of Medical SciencesNursing and midwifery care research center, Mashhad University of Medical SciencesNursing and midwifery care research center, Mashhad University of Medical SciencesAbstract Introduction Nursing education needs to be dedicated to sparking creativity as well as enhancing dynamic thinking and clinical decision-making skills. In this respect, exploiting quantum-learning methodology can be effective since it provides contexts and contents to improve. Objective The main objective of this study was to compare the effects of the quantum-learning methodology and conventional teaching learning achievement, motivation to learn, and retention among nursing students during critical care nursing education. Methods This quasi-experimental study was conducted on 46 nursing students, enrolled in the sixth semester at the School of Nursing and Midwifery affiliated to Mashhad University of Medical Sciences, Mashhad, Iran, were initially randomized into intervention and control groups. Then, the phases of “enroll, experience, label, demonstrate, review, and celebrate model were implemented in the intervention group, receiving the quantum-learning methodology. With regard to the control group, education was fulfilled according to the conventional teaching method. The learning achievement was subsequently measured in each group using. One month later, the in both groups were calculated. The data collection tools included a demographic characteristics form and the Kolb’s Learning Style Inventory and Learning Motivation Questionnaire. The data were finally compared via statistical tests. Results The total scores of the learning achievement in the intervention group were 16.84 ± 2.28 and these values were equal to 15.16 ± 2.41 in the control group, which were significantly different based on the independent-samples t-test results (p < 0.001). The retention mean scores in the intervention and control groups were also by 13.25 ± 1.88 and 11.71 ± 2.05, respectively (p < 0.001). In the intervention group, motivation to learn before and after education significantly different (p < 0.001). However, such a significant difference was not observed in the control group before and after the intervention (p = 0.30). Conclusion It was concluded that teaching methods encouraging students and providing interactive and fun environments could boost motivation to learn and give rise to retention, particularly in skill-based programs and courses. Teachers can thus utilize dynamic models such as the quantum-learning methodology to help students understand and gain more nursing skills.https://doi.org/10.1186/s40561-022-00198-7Quantum-learning methodologyConventional teaching methodLearning achievementMotivation to learnRetentionNursing student |
| spellingShingle | Sahar Arab Khozaei Najmeh Valizadeh Zare Hossin Karimi Moneghi Tahereh Sadeghi Mousa Mahdizadeh Taraghdar Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education Smart Learning Environments Quantum-learning methodology Conventional teaching method Learning achievement Motivation to learn Retention Nursing student |
| title | Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education |
| title_full | Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education |
| title_fullStr | Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education |
| title_full_unstemmed | Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education |
| title_short | Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education |
| title_sort | effects of quantum learning and conventional teaching methods on learning achievement motivation to learn and retention among nursing students during critical care nursing education |
| topic | Quantum-learning methodology Conventional teaching method Learning achievement Motivation to learn Retention Nursing student |
| url | https://doi.org/10.1186/s40561-022-00198-7 |
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