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Comparing Lecture and Problem-based Learning Methods in Teaching Gastrointestinal Part of Patients' Health Assessment on Nursing Students’ Knowledge and Their Performance
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Marjan Rasouli   , Ali Rasouli , Nasser Kalhor |
| Islamic Azad University, Qom Branch, Qom, Iran , marjan_rassouli@yahoo.com |
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Abstract: (5906 Views) |
Introduction: Training with active learning approaches and student - centered are more effective to strengthen problem-solving skills in nurses.
The aim of this study was to determine the effect of 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-post test method was conducted during 2015 on 64 nursing students (in their third semester) who had chosen 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 2 week, 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-Test. 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 group and the problem solving 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 manage the process of discussion, give positive feedback, and conduct a summary.
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| Keywords: Problem-Based Learning (PBL), Lecture, Nursing students |
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Full-Text [PDF 466 kb]
(2371 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2017/01/11 | Accepted: 2017/12/16 | Published: 2017/12/16
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