Learning Approaches of Undergraduate Nursing and Midwifery Students: A Longitudinal Study

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YAZDANKHAH FARD MOHAMMADREZA; Gholami Baroughi Sahar; BAHREINI MASOUD; MIRZAE KAMRAN

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Journal: Iranian Journal of Medical Education Year:2018 | Volume:18 | Issue:81 Page(s): 363-371

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Information Journal Paper

Title

Learning Approaches of Undergraduate Nursing and Midwifery Students: A Longitudinal Study

Author(s)

YAZDANKHAH FARD MOHAMMADREZA | Gholami Baroughi Sahar | BAHREINI MASOUD | MIRZAE KAMRAN | Issue Writer Certificate

Keywords

Higher educationQ2

nursingQ2

midwiferyQ2

learning approachesQ1

surface approachQ1

deep approachQ1

Abstract

Introduction: Development of advanced learning along with students’ progress is one of the main goals of Higher education and learning approaches act as a key concept. Therefore, it is very important to understand how students’ learning approaches change over time. The aim of this study was to investigate the learning approaches of undergraduate nursing and midwifery students during their studies at Bushehr University of Medical Sciences. Methods: This descriptive-longitudinal study was conducted from 2012-16. A total of 76 undergraduate nursing and midwifery students who entered Bushehr University of Medical Sciences were selected by means of census method. learning approaches of the students were measured using the Persian version of Revised Two-Factor Study Process Questionnaire whose validity and reliability were confirmed. Data were analyzed using descriptive statistics, independent t-test and ANOVA. Results: Findings showed that the majority of students used the deep learning approach (29. 81± 7. 234, total=? ? ? ) throughout their studying years. However, ANOVA test did not show a statistically significant difference between surface and deep learning approaches scores of nursing (p=0. 109, p=0. 481) and midwifery (p=0. 232, p=0. 328) students in terms of the years of study. Although, independent t-test showed a statistically significant difference in employing the surface learning approach in terms of the field of study (p=0. 02) and gender (p=0. 001). Conclusion: Although deep learning was the dominant approach, there was no change in the students’ learning approaches in higher years of education. Therefore, given the focus of Higher education on developing the deep learning approach in students and the importance of medical science fields for society, it is necessary for teachers, managers and educational planners to assess the deep learning approach.

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APA: Copy

YAZDANKHAH FARD, MOHAMMADREZA, Gholami Baroughi, Sahar, BAHREINI, MASOUD, & MIRZAE, KAMRAN. (2018). Learning Approaches of Undergraduate Nursing and Midwifery Students: A Longitudinal Study. IRANIAN JOURNAL OF MEDICAL EDUCATION, 18(81 ), 363-371. SID. https://sid.ir/paper/371534/en

Vancouver: Copy

YAZDANKHAH FARD MOHAMMADREZA, Gholami Baroughi Sahar, BAHREINI MASOUD, MIRZAE KAMRAN. Learning Approaches of Undergraduate Nursing and Midwifery Students: A Longitudinal Study. IRANIAN JOURNAL OF MEDICAL EDUCATION[Internet]. 2018;18(81 ):363-371. Available from: https://sid.ir/paper/371534/en

IEEE: Copy

MOHAMMADREZA YAZDANKHAH FARD, Sahar Gholami Baroughi, MASOUD BAHREINI, and KAMRAN MIRZAE, “Learning Approaches of Undergraduate Nursing and Midwifery Students: A Longitudinal Study,” IRANIAN JOURNAL OF MEDICAL EDUCATION, vol. 18, no. 81 , pp. 363–371, 2018, [Online]. Available: https://sid.ir/paper/371534/en

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