مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Persian Verion
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

video

Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

sound

Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Persian Version

Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View:

888
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Download:

0
Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Cites:

1

Information Journal Paper

Title

COMPARING LECTURE AND PROBLEM-BASED LEARNING METHODS IN REGARDS WITH NURSING STUDENTS’ KNOWLEDGE AND THEIR PERFORMANCE

Pages

  25-31

Keywords

PROBLEM-BASED LEARNING (PBL)Q1

Abstract

 Introduction: Training with active learning and student-centered approaches are more effective to strengthen problem-solving skills in nurses. The aim of this study was to determine the effect of problem-based learning (PBL) method and LECTURE on NURSING STUDENTS' knowledge and performance in Qom Islamic Azad University.Methods: This quasi-experimental study with two groups of pre and posttest method was conducted during 2015 on 64 NURSING STUDENTS (in their third semester) who had chosen the evaluation of health status course in Qom Islamic Azad University. The students were randomly divided into two groups of cases (32 persons). Having applied PBL and LECTURE during two weeks, knowledge and performance were evaluated via one questioner and checklist at the end of two months after the course. Data was analyzed using mean, standard deviation, Fisher, dependent and independent t-tests. The level of significance was 0.05.Results: Learning significantly increased the mean scores of knowledge (9.66 ± 1.92) and performance (4.16 ± 1.41) in the learning group based on problem solving in relation to the LECTURE group with 6.28 ± 1.9 for knowledge and 2.81 ± 1.71 for performance. There was no significant difference between the LECTURE and the problem solving groups before the intervention in terms of level of knowledge (P=0.574).Conclusions: our results suggest that although both forms of teaching were effective, PBL seemed to be more effective than LECTURE in improving knowledge and performance; because the instructor managed the process of discussion, gave positive feedback, and conducted a summary.

Cites

References

Cite

APA: Copy

RASOULI, MARJAN, RASOULI, ALI, & KALHOR, NASER. (2017). COMPARING LECTURE AND PROBLEM-BASED LEARNING METHODS IN REGARDS WITH NURSING STUDENTS’ KNOWLEDGE AND THEIR PERFORMANCE. JOURNAL OF NURSING EDUCATION (JNE), 6(5 ), 25-31. SID. https://sid.ir/paper/238297/en

Vancouver: Copy

RASOULI MARJAN, RASOULI ALI, KALHOR NASER. COMPARING LECTURE AND PROBLEM-BASED LEARNING METHODS IN REGARDS WITH NURSING STUDENTS’ KNOWLEDGE AND THEIR PERFORMANCE. JOURNAL OF NURSING EDUCATION (JNE)[Internet]. 2017;6(5 ):25-31. Available from: https://sid.ir/paper/238297/en

IEEE: Copy

MARJAN RASOULI, ALI RASOULI, and NASER KALHOR, “COMPARING LECTURE AND PROBLEM-BASED LEARNING METHODS IN REGARDS WITH NURSING STUDENTS’ KNOWLEDGE AND THEIR PERFORMANCE,” JOURNAL OF NURSING EDUCATION (JNE), vol. 6, no. 5 , pp. 25–31, 2017, [Online]. Available: https://sid.ir/paper/238297/en

Related Journal Papers

Related Seminar Papers

  • No record.

    • Related Plans

  • No record.

    • Recommended Workshops






    Move to top