EFFECTS OF E-LEARNING, LECTURES, AND ROLE PLAYING ON NURSING STUDENTS’ KNOWLEDGE ACQUISITION, RETENTION AND SATISFACTION

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POURGHAZNEIN TAYEBEH; SABEGHI HAKIMEH; SHARIATINEJAD KEYVAN

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Journal Paper

Paper Information

Journal: Medical Journal of The Islamic Republic of Iran Year:2015 | Volume:29 | Issue:1 Page(s): 0-0

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Title

EFFECTS OF E-LEARNING, LECTURES, AND ROLE PLAYING ON NURSING STUDENTS’ KNOWLEDGE ACQUISITION, RETENTION AND SATISFACTION

Author(s)

POURGHAZNEIN TAYEBEH | SABEGHI HAKIMEH | SHARIATINEJAD KEYVAN | Issue Writer Certificate

Keywords

E-LEARNING

LECTURE

ROLE PLAY

NURSING STUDENTS

Abstract

Background: Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of E-LEARNING, LECTUREs, and ROLE PLAYing on NURSING STUDENTS’ learning, retention, and satisfaction.Methods: Sixty NURSING STUDENTS were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as E-LEARNING and ROLE PLAYing during one semester (experiment group) and as LECTUREs in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students’ ideas about the whole course.Results: The mean scores of posttest were 16.13 ± 1.37 using ROLE PLAYing, 15.50 ± 1.44 using E-LEARNING and 16.45 ± 1.23 using LECTUREs. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. LECTUREs resulted in significantly better learning compared to ROLE PLAYing and E-LEARNING. In contrast, retention rates were significantly lower using LECTUREs than using ROLE PLAYing and E-LEARNING. Students’ satisfaction from E-LEARNING was significantly lower than lecturing and ROLE PLAYing.Conclusion: Due to the lower rates of retention following LECTUREs, the teachers are recommended to use student-centered approaches in their LECTUREs. Since students’ satisfaction with E-LEARNING was lower than the other methods, further studies are suggested to explore the problems of E-LEARNING in Iran.

Cites

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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APA: Copy

POURGHAZNEIN, TAYEBEH, SABEGHI, HAKIMEH, & SHARIATINEJAD, KEYVAN. (2015). EFFECTS OF E-LEARNING, LECTURES, AND ROLE PLAYING ON NURSING STUDENTS’ KNOWLEDGE ACQUISITION, RETENTION AND SATISFACTION. MEDICAL JOURNAL OF THE ISLAMIC REPUBLIC OF IRAN (MJIRI), 29(1), 0-0. SID. https://sid.ir/paper/294721/en

Vancouver: Copy

POURGHAZNEIN TAYEBEH, SABEGHI HAKIMEH, SHARIATINEJAD KEYVAN. EFFECTS OF E-LEARNING, LECTURES, AND ROLE PLAYING ON NURSING STUDENTS’ KNOWLEDGE ACQUISITION, RETENTION AND SATISFACTION. MEDICAL JOURNAL OF THE ISLAMIC REPUBLIC OF IRAN (MJIRI)[Internet]. 2015;29(1):0-0. Available from: https://sid.ir/paper/294721/en

IEEE: Copy

TAYEBEH POURGHAZNEIN, HAKIMEH SABEGHI, and KEYVAN SHARIATINEJAD, “EFFECTS OF E-LEARNING, LECTURES, AND ROLE PLAYING ON NURSING STUDENTS’ KNOWLEDGE ACQUISITION, RETENTION AND SATISFACTION,” MEDICAL JOURNAL OF THE ISLAMIC REPUBLIC OF IRAN (MJIRI), vol. 29, no. 1, pp. 0–0, 2015, [Online]. Available: https://sid.ir/paper/294721/en

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