COMPARISON OF PROBLEM SOLVING AND PARTICIPATORY TEACHING METHODS ON CLINICAL LEARNING, ANXIETY, AND SATISFACTION OF NURSING STUDENTS IN ARAK UNIVERSITY OF MEDICAL SCIENCES, IRAN

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MOUSAVI MASOUMEH SADAT; MAHMOUDI MOKHTAR; HEKMATPOU DAVOOD; ASGARI PARVANE

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Journal: Journal of Nursing Education Year:2018 | Volume:7 | Issue:1 (27) Page(s): 54-62

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Title

COMPARISON OF PROBLEM SOLVING AND PARTICIPATORY TEACHING METHODS ON CLINICAL LEARNING, ANXIETY, AND SATISFACTION OF NURSING STUDENTS IN ARAK UNIVERSITY OF MEDICAL SCIENCES, IRAN

Author(s)

MOUSAVI MASOUMEH SADAT | MAHMOUDI MOKHTAR | HEKMATPOU DAVOOD | ASGARI PARVANE | Issue Writer Certificate

Keywords

PROBLEM-BASED EDUCATIONQ2

COOPERATIVE LEARNINGQ2

NURSING STUDENTSQ1

ANXIETY AND SATISFACTIONQ2

PRACTICAL LEARNINGQ2

Abstract

Regarding the importance of promotion of education in NURSING STUDENTS, using methods, which maintain knowledge and skills in students, seems necessary. The current study aimed at assessing the effect of education (problem base learning, cooperative training, and routine approach to clinical education) on clinical learning, anxiety, and satisfaction in critical care NURSING STUDENTS.Methods: The current quasi-experimental study was performed in the intensive care unit (ICU) of Amir Al-moemenin Hospital in Arak, Iran, from 2015 to 2017. The subjects were 60 NURSING STUDENTS selected via fixed blocked randomization method and randomly allocated into three groups. After the administration of pretest, subjects in the control group were educated with the routine method; in one of the experimental groups, the COOPERATIVE LEARNING and in the other one, problem-based learning were used for nine days. Then, the three groups recompleted the questionnaires at the end of the intervention. Finally, data were analyzed with SPSS version 16 using analysis of variance, chi-square, the Kruskal-Wallis, the Wilcoxon, and the Fisher exact tests.Results: The mean total score of learning was significantly difference among three groups after the intervention. After intervention, the mean score of problem-based learning and collaborative learning were significantly higher than that of routine method. There was no significant difference between means of satisfaction and anxiety in three groups.Conclusions: It seems that two methods of problem-based learning and cooperative training could enhance clinical learning in the students. Therefore, it is recommended to use these two methods to the students.

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APA: Copy

MOUSAVI, MASOUMEH SADAT, MAHMOUDI, MOKHTAR, HEKMATPOU, DAVOOD, & ASGARI, PARVANE. (2018). COMPARISON OF PROBLEM SOLVING AND PARTICIPATORY TEACHING METHODS ON CLINICAL LEARNING, ANXIETY, AND SATISFACTION OF NURSING STUDENTS IN ARAK UNIVERSITY OF MEDICAL SCIENCES, IRAN. JOURNAL OF NURSING EDUCATION (JNE), 7(1 (27) ), 54-62. SID. https://sid.ir/paper/238350/en

Vancouver: Copy

MOUSAVI MASOUMEH SADAT, MAHMOUDI MOKHTAR, HEKMATPOU DAVOOD, ASGARI PARVANE. COMPARISON OF PROBLEM SOLVING AND PARTICIPATORY TEACHING METHODS ON CLINICAL LEARNING, ANXIETY, AND SATISFACTION OF NURSING STUDENTS IN ARAK UNIVERSITY OF MEDICAL SCIENCES, IRAN. JOURNAL OF NURSING EDUCATION (JNE)[Internet]. 2018;7(1 (27) ):54-62. Available from: https://sid.ir/paper/238350/en

IEEE: Copy

MASOUMEH SADAT MOUSAVI, MOKHTAR MAHMOUDI, DAVOOD HEKMATPOU, and PARVANE ASGARI, “COMPARISON OF PROBLEM SOLVING AND PARTICIPATORY TEACHING METHODS ON CLINICAL LEARNING, ANXIETY, AND SATISFACTION OF NURSING STUDENTS IN ARAK UNIVERSITY OF MEDICAL SCIENCES, IRAN,” JOURNAL OF NURSING EDUCATION (JNE), vol. 7, no. 1 (27) , pp. 54–62, 2018, [Online]. Available: https://sid.ir/paper/238350/en

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