Document Type : Original Article
Author
Ph.D. in Nursing Education, Associate Professor of Medical Surgical Nursing Dept., School of Nursing & Midwifery, Kashan University of Medical Sciences, Kashan, Iran
Abstract
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
Keywords
- Rasoulynejad A, Rasoulynejad V. [Learning styles of paramedical students of Kashan University of Medical Sciences 2005]. SDME 2006; 3(1): 26-32. (Persian)
- Heimlich JE, Norland E. Teaching style: where are we now? New Direc Adult Contin Educ2002; 93: 17-25.
- Wallace BA, Truelove JE. Monitoring student cognitive-affective processing through reflection to promote learning in high-anxiety contexts. J Cogn Affect Learn 2006; 3(1): 22-7.
- Farhadian F, Tootoonchi M, Changiz T, Haghani F, Oveis Gharan S. [Faculty members’ skills and educational needs concerning clinical teaching methods in Isfahan University of Medical Sciences]. IJME 2007; 7(1): 109-18. (Persian)
- Stitt-Gohdes WL. Business education students. Preferred learning styles and their teachers. Preferred instructional styles: Do they match? Delta Pi Epsilon J 2001; 43(3): 137-51.
- Brown BL. Teaching Style vs. learning style. Eric clearinghouse on adult, career, and vocational education 2003; 26: 1-2.
- Rahmani A, Mohajjel-Aghdam A, Fathi-Azar E, Abdullahzadeh F. [Comparing the effects of Concept Mapping and Integration method on nursing students’ learning in nursing process course in Tabriz University of Medical Sciences]. IJME 2007; 7(1): 41-9. (Persian)
- John C, Ewing M, Whittington S. Teaching techniques used by professors in a college of agriculture and their relationship to cognitive levels of discourse. Proceedings of the 2007 AAAE Research Conference 2007; 34: 181-96.
- Espeland K, Shanta L. Empowering versus enabling in academia. J Nurs Educ Thorofare 2001; 40(8): 342-6.
- Shabani H. [Educational and teaching skills: teaching methods and technologies]. Tehran: Samt; 2006: 246-68. (Persian)
- Adib-Hajbaghery M. [Factors affecting and barriers to evidence based nursing in Kashans' hospitals in 2005: a grounded theory study]. Research project, Kashan University of Medical Sciences 2005: 83-95. (Persian)
- Caudron S. Learners speak out. What actual learners actually think of actual training? Train Dev 2000; 54(4): 52-7.
- Ghodsbin F, Shafakhah M. [Facilitating and preventing factors in learning clinical skills from the viewpoints of the third year students of Fatemeh school of nursing and midwifery]. IJME 2008; 7(2): 343-52. (Persian)
- Mahdizadeh M, Kermanian F, Iravani S, Markazi-Moghaddam N, Shayan S. [Comparing lecture and problem-based learning methods in teaching limb anatomy to first year medical students]. IJME 2008; 7(2):379-88. (Persian)
- Safari M, Yazdanpanah B, Ghaforian Shirazi HR, Yazdanpanah S. Comparing the effect of lecture and discussion methods on students’ learning and satisfaction. IJME 2006; 6(1): 59-64. [In Persian].
- Hosseininasab D, Abdullahzadeh F, Feizullahzadeh H. [The effect of computer assisted instruction and demonstration on learning vital signs measurement in nursing students]. IJME 2007; 7(1): 23-30. (Persian)
- Salimi T, Shahbazi L, Mojahed S, Ahmadieh MH, Dehghanpour MH. [Comparing the effects of lecture and work in small groups on nursing students’ skills in calculating medication dosage]. IJME 2007; 7(1): 79-84. (Persian)
- Carter KF, Fournier M, Grover S, Kiehl EM, Sims KM. Innovations in community-based nursing education: Transitioning Faculty. J Prof Nurs 2005; 21(3): 167-74.
- Jeffries PR, Woolf S, Linde B. Technologybased vs. traditional instruction. A comparison of two methods for teaching the skill of performing a 12-lead ECG. Nurs Educ Perspect 2003; 24(2): 70-4.
- McDonald DM. A study of the effects of two methods. University of Manitoba. Available from: URL: www.umanitoba.ca/education/symposium03/documents/mcdonald03.pdf.
- Johnson JP, Mighten A. Comparison of teaching strategies: lecture notes combined with structured group discussion versus lecture only. J Nurs Educ 2005; 44(7): 319-22.
- Hazavehei MM, Taghdisi MH, Mohaddes HR, Hasanzadeh A. [The effects of three teaching methods of lecture, training game and role playing on knowledge and practice of middle school girls in regard to puberty nutrition]. SDME 2006; 3(2): 126-33. (Persian)
- Sobat T. Observations of constructivist teaching: A comparison of methods used in introductory and advanced instruction. Transactions of ID; 1(2): 1-8. Available from: URL:http://www.bsu.edu/web/tasobat/constructivist.pdf
- Palmer W. Simple, surprising, useful? Three questions for judging teaching methods. Pedagogy 2003; 3(2): 285-7.
- Fasihi Harandi T, Aziz Zadeh Forozi M, Mohammad Alizadeh S, Ghazanfari Moghaddam Z. [Effective factors on theoretical class attendance according to nursing and midwifery students’ point of view, Kerman, Razi School of Nursing and Midwifery]. SDME 2007; 4(2): 100-7. (Persian)
- Joyce BR, Weil M, Calhoun E. [Translated by Behrangi MR. Models of teaching]. 7th ed. Tehran: Kamale Tarbiat; 2005: 273-300. (Persian)
- Debessay A, Lerner A. Creating a deeper learning environment using group based active interactive collaborative learning 2004. Available from: URL: http://www.udel.edu/pbl/PBL2004/files/debessay-paper.pdf.
- Hodges LC, Harvey LC. Exploring how students learn organic chemistry. Acad Exch 2002; 6: 1.
- Elliott D. Early mornings and apprehension: Active learning in lectures. J Hosp Leisure Sport and Tourism Educ 2005; 4(1): 53-8.
- Wilson L. Screening for social anxiety disorder in first year university students. Australian Family Physician 2005; 34(11): 983–84.
- Andrew Q. Reducing social work students’ statistics anxiety. Acad Excha Quart 2006. Available from: URL: http://www. thefreelibrary.com/Reducing+social+work+students’+statistics+anxiety-a0149613325.
- Pan W, Tang M. Examining the effectiveness of innovative instructional methods on reducing statistics anxiety for graduate students in the social sciences. J Instru Psycho 2004. Available from: URL: http://findarticles.com/p/articles/mi_m0FCG/is_2_31/ai_n6130127.
- McFadden KS. An investigation of attitudes, anxiety, and achievement of college algebra students using brain-compatible teaching techniques. Dissertation, Tennessee State University, 2001. Available from: URL:http://e-research.tnstate.edu/dissertations/AAI3024628/
- Chanchalor S, Chomphutong P. Teaching model focus utilizing a student centered strategy for vocational students. World Trans Engin Tech Educ 2004; 3(1): 75-8.
- Coleman EA, Coon SK, Fitzgerald AJ. Breast cancer screening for primary care trainees:comparison of two teaching methods. J Cancer Educ 2001; 16(2): 72-4.
)