scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Participants

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Participants

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn in Nursing Education: A Quasi-Experimental Study of Nurse Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Intrinsic Motivation ◽  
Intervention Group ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Post Test ◽  
Quasi Experimental ◽  
Nurse Students

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions. Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured FPBE and Questionnaire titled Motivation to Learn Strategies in Nursing was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was use to perform analysis. Descriptive analysis was performed to analyze sociodemographic. The t-tests were performed to determine mean score differences of the levels of motivation to learn between groups. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion. Results: Findings revealed that 65.8% of the study participants were males. The post-test results on Intrinsic motivation to learn indicated higher mean scores changes (p<0.01). Participants in an intervention group were 1.720 (AOR) times more likely to develop intrinsic motivation to learn than the control group (p<0.05). Moreover, FPBE was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05) and Amotivation (AOR = 0.538, p>0.05) in learning among nurse students respectively respectively. Conclusion: FPBE had a positive effect on the intrinsic motivation to learn than conventional teaching pedagogy. Thus, FPBE has the potential to positively change the spectrum of nursing competency and quality of care. Recommendations were given based on the findings.

scholarly journals Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi-experimental study of nursing students in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
S. M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Achievement Motivation ◽  
Academic Motivation ◽  
Controlled Trial ◽  
Descriptive Analysis ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental

Abstract Background Academic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients. However, most of them demonstrate remarkable differences in their academic performances during their schooling that might be due to the differences in their academic motivation and achievement motivation. There appears a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching pedagogy on academic motivation among nursing students in Tanzania, higher learning institutions. Methods A pre-post-test controlled quasi-experimental study of 401 purposively selected participants was conducted between February and June 2018. The study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, its methods, results, and conclusion. The Auditing Inventory developed by the researcher measured the intervention and a Questionnaire titled “Academic Motivation Scale,” was adopted to measure academic motivation. Statistical Product for Service Solutions software program version 23 was used to perform descriptive analysis to establish participants’ sociodemographic profiles. Regression analysis was performed to determine the association between variables. Results Findings revealed that 65.8% of participants were males. Post-test findings showed 70.3% of participants demonstrated the motive to learn contrary to 34.9% at baseline. The odds of an intervention to influence academic motivation among participants was higher than the control (AOR = 1.720; p < 0.05; 95%CI: 1.122, 2.635). However, the intervention demonstrated little influence on the extrinsic motivation to learn (AOR = 0.676, p > 0.05, 95%CI: 0.405, 1.129) and Amotivation to learn (AOR = 0.538, p > 0.05; 95%CI: 0.283, 1.022) compared to the control. Conclusion The Problem Based Facilitatory Teaching pedagogy was a predictive factor to intrinsic academic motivation among nursing students. The approach demonstrated educational potentials to change the spectrum of nursing competency and quality of care to patients or clients. This study suggests problem-based facilitatory teaching pedagogy be integrated into the nursing curriculum in Tanzania as it is feasible.

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Achievement Motivation ◽  
Academic Motivation ◽  
Controlled Trial ◽  
Descriptive Analysis ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental

Abstract Background: Academic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients. However, most of them demonstrate remarkable differences in their academic performances during their schooling that might be due to the differences in their academic motivation and achievement motivation. There appears a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching pedagogy on academic motivation among nursing students in Tanzania, higher learning institutions.Methods: A pre-post-test controlled quasi-experimental study of 401 purposively selected participants was conducted between February and June 2018. The study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, its methods, results, and conclusion. The Auditing Inventory developed by the researcher measured the intervention and a Questionnaire titled “Academic Motivation Scale,” was adopted to measure academic motivation. Statistical Product for Service Solutions software program version 23 was used to perform descriptive analysis to establish participants’ sociodemographic profiles. Regression analysis was performed to determine the association between variables.Results: Findings revealed that 65.8% of participants were males. Post-test findings showed 70.3% of participants demonstrated the motive to learn contrary to 34.9% at baseline. The odds of an intervention to influence academic motivation among participants was higher than the control (AOR = 1.720; p<0.05; 95%CI: 1.122, 2.635). However, the intervention demonstrated little influence on the extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation to learn (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) compared to the control.Conclusion: The Problem Based Facilitatory Teaching pedagogy was a predictive factor to intrinsic academic motivation among nursing students. The approach demonstrated educational potentials to change the spectrum of nursing competency and quality of care to patients or clients. This study suggests problem-based facilitatory teaching pedagogy be integrated into the nursing curriculum in Tanzania as it is feasible.

scholarly journals Keefektifan Metode Microskill Untuk Meningkatkan Kualitas Supervisi Klinik

2012 ◽  
Vol 1 (2) ◽  
pp. 46
Author(s):  
Sunarko Sunarko ◽  
Ova Emilia ◽  
Harsono Mardiwiyoto
Keyword(s):  
Nursing Students ◽  
Clinical Supervision ◽  
Clinical Education ◽  
Nursing Student ◽  
Clinical Teaching ◽  
Intervention Group ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

Background: Clinical education requires competent supervisor to guide student. Supervisory competency should be trained and closely monitored to ensure quality learning process taking place. The aim of this study is to evaluate the effect of micro-skill supervisory model to improve the supervision quality among nursing student. Method: The research used quantitative approach with quasi experimental design. Subject consisted 91 students of the third year Nursing students at Magelang Health Polytechnic. Students were divided into two groups: intervention group (44 students) and control group (47 students) using purposive sampling. Research questionnaire consisted of 21 items which were derived from 5 micro skill domains was used. Intervention was supervision using micro-skill model during 2 weeks in a rotation of clinical practice.Results: There was no difference of quality clinical supervision was used in the control group while in experiment group the pre and post test score was significantly different. The experiment group had higher quality of supervision. The study showed that only 9 items showed significant improvement of supervision and 12 items did not show any improvement.Conclusion: Clinical teaching using micro skill model is more effective in improving the quality of nursing student clinical supervision compare to the conventional method. 

scholarly journals Evaluating the Effect of Solution-Focused Group Counseling on Improving Quality of Marital Relationships in Childless Couples

2017 ◽  
Vol 9 (1) ◽  
pp. 81
Author(s):  
Khadijeh Panahi Dorche ◽  
Seyed Ali Kimiaei ◽  
Melika Ghahramanzadeh
Keyword(s):  
Marital Relationships ◽  
Dyadic Adjustment ◽  
Waiting List ◽  
Control Group ◽  
Sample Population ◽  
Affective Expression ◽  
Post Test ◽  
Quasi Experimental ◽  
Solution Focused

This study investigated the effect of solution-focused counseling on improving the quality of marital relationships on childless couples. This study is a quasi-experimental using pre-test, post-test with a waiting list control group. Sample population of this study was visiting in a Welfare and Education center in city of Eafahan. Fourteen couples were selected randomly through stratified random sampling method and were equally assigned to experimental and waiting list control groups. They completed the Dyadic Adjustment Scale (DAS). The results showed that solution-focused counseling not only significantly increases the quality of marital relationship but also improve dyadic consensus, affective expression, dyadic cohesion and marital satisfaction.

scholarly journals The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

2020 ◽  
Vol 19 (9) ◽  
pp. 363-381
Author(s):  
Moustafa Mohamed Abdelmohsen ◽  
Rohaya Abdullah ◽  
Yasir Azam
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Efl Teachers ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Study Participants ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

scholarly journals The Effect of Compassion-Based Counseling on Marital Intimacy of Conflicted Couples

2019 ◽  
Author(s):  
Maryam Zahedi
Keyword(s):  
Marital Conflict ◽  
Intervention Group ◽  
Control Group ◽  
Statistical Population ◽  
Marital Intimacy ◽  
Counseling Intervention ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Background: The occurrence of marital conflicts decreases the quality of communication between couples and marital intimacy. Therefore, the present study was conducted to determine the effect of compassion-based counseling on marital intimacy of conflicted couples in Isfahan. Methods: The research method was quasi-experimental with a pretest-posttest design and control group. The statistical population included all couples referring to Isfahan counseling centers in 1396. The sample size was 30 couples who were selected by purposive non-random sampling method and were randomly assigned to experimental and control groups. The intervention group received compassion-based counseling intervention for 8 sessions which lasted an hour and a half for 2 months. Then, subjects in both groups were examined. The instruments used were the marital conflict questionnaire and marital intimacy questionnaire. After collecting the questionnaires and extracting the raw data, data were analyzed by SPSS (version 23) using descriptive statistics and covariance analysis. Results: The results showed that compassion-based counseling had a significant effect on the marital intimacy of couples in the post-test phase (P < 0.0001). This treatment could increase the marital intimacy of conflicted couples. Conclusion: Based on the findings of the present study, it can be concluded that compassion-based therapy using techniques such as mindfulness training, empathy, and sympathy for oneself and managing difficult emotions can enhance the marital intimacy of the conflicted couples. In this regard, compassion-based therapy can be used as an effective treatment to increase the marital intimacy of conflicted couples.

The effectiveness of mindfulness on quality of life of women with premature menopause: a quasi-experimental study

2020 ◽  
Author(s):  
Fatemeh Pyri ◽  
Parvin Abedi ◽  
Elham Maraghi ◽  
Maryam Gholamzadeh Jashreh
Keyword(s):  
Quality Of Life ◽  
Experimental Study ◽  
Hot Flashes ◽  
Repeated Measure ◽  
Control Group ◽  
Premature Menopause ◽  
Chi Square ◽  
Quasi Experimental

Abstract Background: Premature menopause may impair the quality of life and expose women to disorders such as cardiovascular disease, osteoporosis, and depression. This study aimed to evaluate the effectiveness of mindfulness on the quality of life of women with premature menopause. Methods: This was a quasi-experimental study in which 62 women were recruited and randomly allocated in two groups of mindfulness and control. The mindfulness group received eight sessions of training. A demographic questionnaire, Menopause-Specific Quality of Life (MENQOL) and a checklist (for assessing frequency and intensity of hot flashes) were used to collect data. The quality of life, frequency, and intensity of hot flashes measured at baseline, after eight weeks and in three months follow-up. The Independent t-test, the chi-square test, and the repeated measure test were used for analyzing data. Results: The score of quality of life was significantly improved after the intervention and in three months follow-up in the mindfulness group compared to the control group (p<0.001). The scores of vasomotor, psychological, physical, and sexual domains also improved significantly in the mindfulness group compared to the control group. The severity and the frequency of hot flashes were significantly reduced in the mindfulness group in comparison to the control group. Conclusion: The results of this study showed that eight weeks of mindfulness training could significantly improve the quality of life and also could reduce the frequency and intensity of hot flashes in women with premature menopause. Using mindfulness for women with premature menopause is recommended.

scholarly journals The timing of testing influences skill retention after basic life support training: a prospective quasi-experimental study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Enikő Kovács ◽  
Zsigmond Máté Jenei ◽  
Katalin Csordás ◽  
Gábor Fritúz ◽  
Balázs Hauser ◽  
...  
Keyword(s):  
Experimental Study ◽  
Testing Effect ◽  
Basic Life Support ◽  
Life Support ◽  
Control Group ◽  
Skill Retention ◽  
First Semester ◽  
Post Test ◽  
Quasi Experimental ◽  
Hospital Cardiac Arrest

Abstract Background Proper basic life support (BLS) is key in improving the survival of out-of-hospital cardiac arrest. BLS skills deteriorate in three to 6 months after training. One method to improve skill retention may be using the “testing effect” to test skills at the end of a BLS course. The aim of our study was to investigate whether either testing or the timing of such testing after BLS training have any influence on skill retention. Methods This was a post-test only, partial coverage, prospective quasi-experimental study designed to evaluate a BLS training course among 464 fifth year medical students at Semmelweis University in the first semester of 2013/2014. Groups were systematically but non-randomly assigned to either a control group that took no exam or one of two experimental groups that took an exam (N = 179, NoExam group; N = 165, EndExam group – exam at the end of the BLS training; N = 120, 3mExam group – exam 3 months after the BLS training). The ability to perform ten prescribed essential BLS steps was evaluated during a skill retention assessment 2 months after the course in the NoExam, 2 months after the course (and the exam) in the EndExam and 5 months after the course (2 months after the exam) in the 3mExam group to measure skill retention and the effect of our intervention. Scores were calculated for each BLS step, and also summed up as a total score. We used Kruskal-Wallis test to assess differences in skill retention. Results Overall, NoExam and EndExam groups showed similar skill retention. The mean total score (and many of the sub-scores) of students was significantly higher in the 3mExam group compared to both the NoExam and the EndExam groups, and there was no difference in the total score (and many of the sub-scores) of the latter two groups. The 3mExam group had less variability in total scores (and many of the sub-scores) than the other two groups. Conclusion Our study provides evidence that testing these skills 3 months after BLS training may be more effective than either testing immediately at the end of the course or no testing at all.

Sign in / Sign up

Export Citation Format

Share Document