Effect of Three Educational Methods on Anxiety Learning Satisfaction and Educational Progression in Nursing Students
Background & Objective : Studies have shown that teachercentered teaching methods like lecture would make the students inactive and limit their ability in critical thinking decision making and self assertion and dont have enough educational efficacy This study was conducted to assess the effect...
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| Format: | Article |
| Language: | English |
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Kerman University of Medical Sciences
2008-07-01
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| Series: | Strides in Development of Medical Education |
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| Online Access: | http://sdme.kmu.ac.ir/article_90136_6f6ab5b97f49e49d3c5f9f2de70063d0.pdf |
| Summary: | Background & Objective : Studies have shown that teachercentered teaching methods like lecture would make the students inactive and limit their ability in critical thinking decision making and self assertion and dont have enough educational efficacy This study was conducted to assess the effect of three educational methods including lecture question and answer and student seminar on students anxiety educational progression and learning satisfaction Methods : A quasiexperimental study was conducted on a group of 40 nursing students The course content of medical surgical nursing II was divided into three parts and each part was taught using a different method At the beginning of teaching with each of these three methods students anxiety and at the end of each section students satisfaction were assessed and a theoretical exam about the contents was given Then students anxiety learning satisfaction and educational progression were compared Results : Among all students 525% were female with mean (±SD) age of 2357 (±206) years Mean score of students achievement was 1262 using lecture 1480 using question and answer while it was 1510 having student seminars There were significant differences between them (p=00001) However Post Hoc analysis did not show a significant difference between the mean scores in the second and third methods Mean score of students satisfaction was 335 365 and 510 for the first second and third methods accordingly The students were more satisfied using the second and third methods (p=00001) The first method induced the least amount of anxiety while the second method induced the most Third method induced moderate amount of anxiety Anxiety decreased significantly at the end of the second and third methods (p=002 and p=00001 respectively) Conclusion : Involving students in teachinglearning activities and preparing the situation can lead to educational progression and more students learning satisfaction However increased level of expectancy from the students in active teaching methods can increase anxiety which could be diminished by necessary support Therefore involving the students in teaching activities is suggested |
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| ISSN: | 2645-3452 2645-3452 |