scholarly journals Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Alireza Mortezaei Haftador ◽  
Fatemeh Shirazi ◽  
Zinat Mohebbi
Keyword(s):  
Distance Learning ◽  
Nursing Students ◽  
Academic Motivation ◽  
Class Group ◽  
Online Class ◽  
Significant Difference ◽  
Jigsaw Method ◽  
The Mean ◽  
Method Group ◽  
Synchronous Online

Abstract Background Due to the progress in COVID-19, education has undergone a huge change all around the world, leading all universities to move towards distance learning. In this context, the majority of instructors tend to make use of the educational methods that maintain and improve students’ motivation and, consequently, promote their academic performance. This study aimed to compare the effects of synchronous online class and the combination of flipped and jigsaw methods on students’ academic motivation. Methods This quasi-experimental study was conducted on 84 BSc nursing students who had entered Shiraz University of Medical Sciences in two different years. One group was educated in a synchronous online class, while the other group was educated using a combination of flipped and jigsaw methods. Both classes were enrolled in online classes due to the COVID-19 pandemic. The participants’ academic motivation was evaluated using Harter’s Academic Motivation Scale. Results The results revealed no significant difference in the intrinsic and extrinsic dimensions of academic motivation in the synchronous online class group before and after the intervention. However, a significant increase was observed in the mean scores of academic motivation (p = 0.002) and its intrinsic (p = 0.003) and extrinsic (p = 0.031) dimensions in the flipped-jigsaw method group after the intervention. Moreover, the mean scores of academic motivation (p = 0.007) and its intrinsic (p = 0.038) and extrinsic (p = 0.010) dimensions were significantly higher in the flipped-jigsaw method group compared to the synchronous online class group after the intervention. Conclusions Since the COVID-19 pandemic has led educational institutions to use virtual education methods, the combination of flipped and jigsaw methods may improve students’ academic motivation in distance learning.

scholarly journals The Impact of Educational Package on Nursing Students' Knowledge towards Fertility Preservation, a Quasi-Experimental Study

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Nastaran Rafiei ◽  
Simin Esmaeilpour Zanjani ◽  
Kajal Khodamoradi
Keyword(s):  
Nursing Students ◽  
Side Effects ◽  
Fertility Preservation ◽  
Care Providers ◽  
Patients With Cancer ◽  
Educational Package ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
The Impact

Background: Recent advances in diagnosis and treatment of cancers have resulted in survival improvement in young patients with cancer. Given the side effects of cancer treatments on the function of the reproductive system, health care providers need to be educated about the side effects of cancer treatment and fertility preservation. The aim of this study was to explore the effect of education on nursing students' knowledge towards fertility preservation methods in patients with cancer. Methodology: This was a quasi-experimental one-group pre-test post-test research study that was carried out by the nursing faculty at Islamic Azad University of Tonekabon in 2018. Data was collected through a two-part questionnaire, including demographic characteristics and 32 questions about the knowledge of fertility preservation in patients with cancer. The study intervention was an educational package which includes 8 sessions of small group education, planning questions, and a booklet. Students were asked to complete the questionnaire before starting an educational session and again two weeks after the last session. Results: The difference in the mean score of the nursing students’ knowledge before and after the educational package intervention was significant (P= 0.0001). Also, the knowledge rank of nursing students after the intervention was significantly better than before (P = 0.0001).  There was a significant difference between the mean score of knowledge based on gender (0.0001), marital status (0.0001) and residency (0.0001). Conclusion: In conclusion, educational intervention towards fertility preservation had a positive effect on nursing students’ knowledge. Therefore, the importance of considering this new approach to fertility preservation in patients with cancer should be considered in the nursing curriculum as they consider as the main resource of the medical information to the patients

scholarly journals Trio-preparation of Health Care Students for Digital Era in Universiti Malaysia Sabah – Case Study

2019 ◽  
pp. 31
Author(s):  
Maher Safien ◽  
Deena C Thomas ◽  
Richard Avoi ◽  
Mohamed Firdaus ◽  
Fairrul Bin Masnah Kadir ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Nursing Students ◽  
Educational Environment ◽  
Health Care Students ◽  
Digital Era ◽  
Significant Difference ◽  
The Mean ◽  
The Impact

Introduction: Creating an educational climate that engages the students in the digital era is crucial as it prepares them for the future.Objectives: The aim of this multiple case study is to highlight the impact of creative educational environment on the students’ awareness of digital era tools.Methods: In this study three activities were organized. Firstly, a brain storming seminar titled “Medical Practice in Artificial Intelligence Era” was held. The second event was E-poster competitions which challenged the students’ curiosity to address the health problems and to introduce innovative solutions to solve it. Medical and nursing students presented 32 posters. Third activity was MeDuino, a hands-on workshop to familiarize the students with arduino technology in medical practice.Results: Around 260 participants attended the seminar. In their feedback, 72% of students found the topics attractive and more than 60% found its theme relevant and beneficial. E-poster competition was evaluated using a modified rubric scale. The data was analysed by SPSS showed that only “creativity” and “practicality” merits scored little above the mean range. There was no statistically significant difference in the mean score of ‘creativity’ and ‘practicality’ between medical students and nursing students. However, in general medical students’ scores were higher compared to nursing students. 90% of students said that they improved cognitively and 85% found it fascinating. In Meduino workshop (Robotics), The 30 participants practiced mini projects. 86 % found it attractive, 81% expressed that it improve d their cognitive about technology as noted in comparing the pre and post- event questionnaires. The students’ concerns included the time constraints short time and lack of lecturers’ guidance during posters’ preparation.Conclusion(s): Transforming educational environment physically, emotionally and socially managed to address few aspects digital era. Allocating more time, facilities and training in the informal curriculum could enhance health-care students mastering of future tools.International Journal of Human and Health Sciences Supplementary Issue: 2019 Page: 31

scholarly journals The Effect of Blended Learning on Nursing Students’ Knowledge

Jurnal NERS ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. 1
Author(s):  
Ni Gusti Ayu Eka ◽  
Grace Solely Houghty ◽  
Juniarta Juniarta
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Industrial Revolution ◽  
Nursing School ◽  
Wilcoxon Test ◽  
P Value ◽  
Final Exam ◽  
Significant Difference ◽  
Statistics Course ◽  
The Mean

Introduction: Blended learning is assumed to improve the students’ understanding of learning at nursing school especially in the current industrial revolution 4.0 era.  The combination of classroom and online activities is expected to provide better study outcomes.  This research aimed to compare the knowledge scores of the nursing students in blended learning concerning a research and statistics course at a private faculty of nursing.Methods: The knowledge scores resulted from the student’s score in their mid and final examinations (0-100). A total of 474 respondents who were third year students involved in the study.  This study applied a pre-experimental design. Due to the data having a significant non-normal value (p value < 0.001), this study further compared the mean-rank of the students’ score using a Wilcoxon test analysis.Results: The results of this study revealed that there was a significant difference (p value < 0.0001) between the students’ score in the mid (Median 72.5; SD 9.82) and final exam examinations (Median 86.66; SD 4.75). This means that the students had a better score in their final exam.Conclusion: Applying a blended learning method was a positive experience for the nursing students in terms of knowledge. It is needed to explore the students’ understanding and interest in their learning process using blended learning.

scholarly journals How Relevant Is the Place Where First-Year College Students Live in Relation to the Increase in Body Mass Index?

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1638
Author(s):  
Antonio Viñuela ◽  
Juan José Criado-Álvarez ◽  
Javier Aceituno-Gómez ◽  
Carlos Durantez-Fernández ◽  
José Luis Martín-Conty ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Nursing Students ◽  
Body Mass ◽  
Repeated Measures ◽  
Eating Habits ◽  
The Body ◽  
P Value ◽  
First Year ◽  
Significant Difference ◽  
The Mean

(1) Objective: This study analyzes the evolution of the body mass index (BMI) throughout the academic year associated with changes in the lifestyle associated with the place where students live during the course, lifestyle design, and health strategies for the university community. (2) Methods: A total of 93 first-year nursing students participated in this study. Data were collected throughout the course by administering self-reported questionnaires about eating habits and lifestyles, weight, and height to calculate their BMI and place of residence throughout the course. Data were analyzed using statistical analysis (Mann–Whitney, chi-square, Student’s t-test, repeated-measures analysis of variance, and least significant difference tests). (3) Results: We found that the mean BMI increases significantly throughout the course among all students regardless of sex, age, eating habits, or where they live during the course. At the beginning of the course, the mean BMI was 22.10 ± 3.64. The mean difference between the beginning of the course and the middle has a value of p-value < 0.015 and between the middle of the course and the end a p-value < 0.009. The group that increased the most is found among students who continue to live in the family nucleus rather than those who live alone or in residence. Students significantly changed their eating and health habits, especially those who live alone or in residence. (4) Conclusions: There is an increase in BMI among students. It is necessary to carry out seminars or talks that can help students understand the importance of good eating practices and healthy habits to maintain their weight and, therefore, their health, in the short, medium, and long term and acquire a good quality of life.

scholarly journals Effect of an aged wearing suit on nursing student’s knowledge and attitude

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Zahra Mandegari Bamakan ◽  
Khadijeh Nasiriani ◽  
Farzan Madadizadeh ◽  
Fatemeh Keshmiri
Keyword(s):  
Nursing Students ◽  
The Elderly ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Before And After ◽  
The Mean ◽  
Knowledge And Attitude ◽  
And Control ◽  
Experimental Group

Abstract Background The knowledge and attitude of health care providers are important and influential factors in providing care services to the elderly and need to be considered during the training course. Simulation in geriatric nursing education can be an opportunity for learners to experience the restrictions of the elderly. The present study was conducted to determine the effect of training through simulation on the attitude and knowledge of nursing students in elderly care. Methods This study was quasi-experimental with two experimental and control groups of pre and post-test, which was conducted on 70 nursing students of the 5th semester (two groups of 35 people). For the experimental group, the elderly simulation suit was worn for two hours, which was designed by the researcher and created sensory, physical, and motor restrictions similar to the elderly for students. Before and after the study, Kogan’s attitudes toward older people scale and Palmore’s “facts on aging quiz” were completed by students. The data were analyzed using an independent t-test and paired t-test using SPSS version 16 software. Results The mean scores of students’ knowledge in the experimental and control groups had no significant difference at the beginning of the study (p < 0.05). But the mean scores of knowledge in the experimental group before and after the intervention was (9.2 ± 2.6) and (15.3 ± 3.5), respectively, and in the control group before and after the intervention was (10.4 ± 2.9) and (11.3 ± 2.6), respectively, which had a statistically significant difference (p = 0.0001). The mean scores of students’ attitudes in the experimental and control groups had no significant difference at the beginning of the study (p < 0.05). The mean scores of attitude in the experimental group before and after the intervention was (114.69 ± 8.4) and (157.31 ± 10.7), respectively and in the control group before and after the intervention was (113.34 ± 13.6) and (108.5 ± 16.6), respectively, which was significantly different (p = 0.0001). Conclusions Based on the findings, the experience of aging restrictions through simulation has improved the knowledge and attitude of nursing students towards the elderly. Nursing education requires the growth of attitudinal skills, individuals’ beliefs, and creating empathy among them, so creating simulation opportunities can assist nursing students in the educational processes.

scholarly journals The Effect of Teaching Clinical Skills Through Social Networks on Nursing Students’ Clinical Skills in Crisis Handling: A Quasi- Experimental Study

2021 ◽  
Author(s):  
Mohammad Zaman-hosieni ◽  
Mohamad hasan Mirtajaddini ◽  
Roghayeh Mehdipour-Rabori
Keyword(s):  
Social Networks ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Skills ◽  
Intervention Group ◽  
Simple Random Sampling ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
The Mean

Abstract Background: When a crisis occurs, nurses are at the forefront of providing care to patients in emergency rooms. The need for skilled nurses is increasing due to the crises and disasters that are occurring around the world. The aim of the study was to determine whether teaching clinical skills through social networks can affect nursing students’ clinical skills in crisis handling.Methods: This study was done in Iran in 2021. One hundred nursing students were selected by simple random sampling and divided into control and intervention groups. Nursing clinical skills in crisis questionnaires were used before and after intervention in two groups. Distance learning through social networks was done for a month. SPSS version 15 was used for data analysis. The significance level was 0.05.Results: There was no significant difference between the control and intervention groups before the intervention (P >0.05). The mean score of clinical skills in the control group increased from 60.82 before the study to 62.75 after the study, which was not statistically significant (P >0.05). The mean clinical skills of the intervention group increased from 58.02 before the intervention to 82.52 after the intervention, which was statistically significant (P < 0.001).Conclusions: This study showed nurses’ clinical skills are low during crises. Education through social networks can improve them and should be part of nursing education. The application of this low-cost and inexpensive method is recommended for improving clinical skills in nursing.

scholarly journals Influence of Motivation on Academic Progression of Students: A Cross-sectional Study

2020 ◽  
Author(s):  
Ahmad K Alnemare
Keyword(s):  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Learning Experience ◽  
Simple Random Sampling ◽  
Cross Sectional Study ◽  
Vital Role ◽  
Sectional Study ◽  
Cross Sectional ◽  
Significant Difference ◽  
The Mean

Introduction: Motivation plays a vital role in learning and is a great enabler as it functions on multiple dimensions and paves way to conquer impediments in the path of success. An attempt has been made through this study to scrutinize the convictions related to motivation and the deployment of strategies in the learning process of students. Aim: To find the relation if any, between academic achievement and the motivation level with the students of College of Medicine, Majmaah University, Majmaah, Saudi Arabia. Materials and Methods: The cross-sectional study was carried out among pre-medical and medical students of Majmaah University. Academic Motivation Scale (AMS) questionnaire was distributed to 250 students who were selected based on simple random sampling. There were 233 students who participated in the study out of which there were 147 males and 86 females who completed the questionnaire. Motivation of student towards education was assessed in three domains, namely Intrinsic, Extrinsic and Amotivation. After ethical approval from institutional review board, questionnaire was distributed and results recorded in Statistical Package for the Social Sciences (SPSS) version 25. Qualitative variables were represented with frequencies and percentages and quantitative variables with mean and standard deviation. Student’s t-test and Analysis of Variance (ANOVA) were applied to compare the means. Results: Comparison of motivational scores between students in different years showed no significant difference in the mean scores across all dimensions of motivation except Extrinsic Motivation-Regulation. The mean score of 2nd year students was 16.63 and it increased over the years. The mean score at 6th year was 22.03 and it decreased during internship with mean score of 20.58. Conclusion: The study of various stimulators which affect the learning experience of the student provides good insight on motivation and its influence on academic performances.

scholarly journals Cooperative Integrated Reading and Composition (CIRC) and Jigsaw: Which is More Effective on EFL Reading

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Rizal Arisman
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Experimental Method ◽  
Quantitative Approach ◽  
Learning Method ◽  
School Year ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Jigsaw Method ◽  
The Mean

The objective of this research was to find out the significant difference of two learning method from cooperative learning; those are Cooperative Integrated Reading and Composition (CIRC) and Jigsaw method and which method is more effective in EFL reading comprehension. This research used a quantitative approach by applying a quasi-experimental method. The data were collected from two classes at grade eight students of SMP Negeri 3 Baubau, Southeast Sulawesi in the school year of 2018/2019 using test. The test was applied twice; those were pretest and posttest for each class. The results indicated that there was not any significant difference in EFL reading comprehension between CIRC and Jigsaw group. But, the range between pretest and posttest for each class indicated the Jigsaw method was more effective than the CIRC group since the mean score of EFL reading comprehension in Jigsaw group was greater than the CIRC group.

scholarly journals Interpersonal communication competence among nursing students

2019 ◽  
Vol 27 ◽  
Author(s):  
José Luís Guedes dos Santos ◽  
Fernanda Hannah da Silva Copelli ◽  
Alexandre Pazetto Balsanelli ◽  
Caroline Neris Ferreira Sarat ◽  
Jouhanna do Carmo Menegaz ◽  
...  
Keyword(s):  
Nursing Students ◽  
Interpersonal Communication ◽  
Communication Competence ◽  
Professional Activity ◽  
Academic Variables ◽  
Significant Difference ◽  
Competence Scale ◽  
Environment Control ◽  
The Mean ◽  
Scale Data

Objective: To identify the level of interpersonal communication competence among nursing students and to correlate its domains with sociodemographic and academic variables. Method: This is a correlational study, developed through a multicenter research project in six federal universities in Brazil. Data from 1,079 nursing students were collected through a questionnaire with sociodemographic and academic variables and the Interpersonal Communication Competence Scale. Data were analyzed using descriptive and inferential statistics. Results: The mean of the sum of the Interpersonal Communication Competence Scale was 63.74 (± 7.6). The domains “availability” and “environment control” had, respectively, the highest and lowest averages. There was a statistically significant difference between the sum of the Interpersonal Communication Competence Scale and the variables age, marital status, participation in a research/extension group, and paid professional activity. Conclusion: This study contributed to identify the level of interpersonal communication competence of nursing students in the Brazilian reality, providing useful information for education in the area.

What is the optimum duration of an asynchronous distance learning course?

2012 ◽  
Vol 36 (2) ◽  
pp. 143-146 ◽  
Author(s):  
Philip J. Stephens
Keyword(s):  
Human Physiology ◽  
Distance Learning ◽  
Attrition Rate ◽  
Online Course ◽  
Optimum Duration ◽  
Significant Difference ◽  
Online Lecture ◽  
Males And Females ◽  
The Mean ◽  
One Year

An online, lecture/laboratory course in Human Physiology was run in two sections in five consecutive summers. In each year, the two sections were identical in content, assignments, and assessments but were different in duration; the shorter section was 1 mo and the longer section lasted 2 mo. The shorter section had a higher enrollment and a higher attrition rate. A postcourse survey revealed that the majority of the students in the shorter course believed that they would have spent more time studying and would have received a better grade had they taken the longer class. Interestingly, in any one year, there was no significant difference between the mean final grades earned by students in the two sections and by males and females. All students who completed the longer section and the majority of students in the shorter section of the course stated that they would recommend the longer class to a friend who was committed to taking this online course.

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