The efficacy of three learning methods collaborative, context-based learning and traditional, on learning, attitude and behaviour of undergraduate nursing students: Integrating theory and practice

Hasanpour-Dehkordi, A. and Solati, K. (2016) The efficacy of three learning methods collaborative, context-based learning and traditional, on learning, attitude and behaviour of undergraduate nursing students: Integrating theory and practice. Journal of Clinical and Diagnostic Research, 10 (4). VC01-VC04.

[img]
Preview
Text
15.pdf

Download (1MB) | Preview
Official URL: https://www.scopus.com/inward/record.uri?eid=2-s2....

Abstract

Introduction: Communication skills training, responsibility, respect, and self-awareness are important indexes of changing learning behaviours in modern approaches. Aim: The aim of this study was to investigate the efficacy of three learning approaches, collaborative, context-based learning (CBL), and traditional, on learning, attitude, and behaviour of undergraduate nursing students. Materials and Methods: This study was a clinical trial with pretest and post-test of control group. The participants were senior nursing students. The samples were randomly assigned to three groups; CBL, collaborative, and traditional. To gather data a standard questionnaire of students’ behaviour and attitude was administered prior to and after the intervention. Also, the rate of learning was investigated by a researcher-developed questionnaire prior to and after the intervention in the three groups. Results: In CBL and collaborative training groups, the mean score of behaviour and attitude increased after the intervention. But no significant association was obtained between the mean scores of behaviour and attitude prior to and after the intervention in the traditional group. However, the mean learning score increased significantly in the CBL, collaborative, and traditional groups after the study in comparison to before the study. Conclusion: Both CBL and collaborative approaches were useful in terms of increased respect, self-awareness, self-evaluation, communication skills and responsibility as well as increased motivation and learning score in comparison to traditional method. © 2016, Journal of Clinical and Diagnostic Research. All rights reserved.

Item Type: Article
Additional Information: cited By 2
Uncontrolled Keywords: Nursing educationو Teaching approaches
Subjects: WY Nursing > Nursing Education WY.18
Divisions: Faculty of Medicine > Basic Sciences Academic Groups > Department of Medical Physics
Faculty of Nursing and Midwifery > Department of Nursing - Medical Surgical
Depositing User: zahra bagheri .
Date Deposited: 05 Jul 2017 05:23
Last Modified: 05 Jul 2017 05:23
URI: http://eprints.skums.ac.ir/id/eprint/791

Actions (login required)

View Item View Item