scholarly journals Comparison between Brainstorming and Presentation Teaching-Learning Methods in School of Nursing Rajanpur Punjab Pakistan

2021 ◽  
Vol 2 (1) ◽  
pp. 32-39
Author(s):  
Asma Nazir
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Standard Deviation Score ◽  
Learning Method ◽  
Chi Square ◽  
School Of Nursing ◽  
Models Of Teaching ◽  
Significant Difference ◽  
Teaching Learning

Introduction: It is necessary to identify the students' diversities when we are going to perform our teaching in the classroom, it is also essential when we prepare our lecture to conduct in the classroom. Teachers used various methods to teach the students in the classroom. Several earlier studies are available on the effectiveness of different models of teaching approaches. This study intended the effect of using brainstorming and presentation teaching-learning strategies. Methods: Exploratory study design was used. 42 female nursing students of 2nd year class from 4-year diploma of general nursing and eight professional nursing instructors of School of Nursing Rajanpur. Descriptive statistics were used to identify the effectiveness of elected (brainstorming & presentation) teaching-learning strategies. Chi square was used to compare the academic performance (marks obtained) between students having different teaching-learning style. Results: The result showed that mean and standard deviation score for brainstorming and presentation teaching-learning strategies were 10.16±1.51 and 10.97±1.27. There is significant difference between group categories (<.05). Conclusion: The findings from this study show that presentation teaching-learning method plays a notable effect on students learning. This study as well exemplify that different teaching-learning method with advance technology is more useful than the conventional methods of teaching-learning.

Learning style-based teaching harvests a superior comprehension of respiratory physiology

2015 ◽  
Vol 39 (3) ◽  
pp. 214-217 ◽  
Author(s):  
Anbarasi M ◽  
Rajkumar G ◽  
Krishnakumar S ◽  
Rajendran P ◽  
Venkatesan R ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Learning Style ◽  
Respiratory Physiology ◽  
Learning Program ◽  
Traditional Group ◽  
Post Hoc Analysis ◽  
Significant Difference ◽  
Teaching Learning ◽  
Post Hoc ◽  
One Way Anova

Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual ( n = 34), auditory ( n = 44), and kinesthetic ( n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference ( P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group ( P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores ( P < 0.0001). Post hoc analysis showed significance between the three learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject.

A Study to Evaluate the Effectiveness of Webinar on Knowledge Regarding the Strategies to Prevent Covid 19 among Nursing Students of SIIHS, Honavar, Uttara Kannada

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Sagaya Arockiya Mary. A ◽  
Susai Mari.A ◽  
Wincy. C ◽  
Thirumurugan. M ◽  
Verginia Dsouza ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Nurses ◽  
Sampling Technique ◽  
Knowledge Score ◽  
P Value ◽  
Sufficient Information ◽  
Knowledge Level ◽  
Chi Square ◽  
Significant Difference ◽  
Post Test

Background: The one virus stumbled the whole universe is the novel corona virus and impacted physical, emotional and social health status of almost every individual in the world irrespectively. Since the existence of Covid-19 till now it is been noticed that student nurses also affected by this fatal viral infection during their clinical practice. Objectives: The study focused on evaluating the effectiveness of webinar on knowledge regarding the strategies to prevent Covid -19 among student nurses of SIIHS, Honavar, Uttara Kannada. The study aimed at enhancing the knowledge level and influences others through effective health teaching at clinical areas and even in community settings. Methodology: An evaluative approach with pre- experimental, non-randomized, one group pre and post-test research design was adapted. The sample size was 294, purposive sampling technique was adapted. Data collected through testmoz web page and webinar was conducted by google meet app for one week. Data analysed by descriptive and statistical methods (chi-square and z-test) and interpreted by graphs. Results: The findings show that in pre-test 10(3.41%) had poor, 127(43.19%) had average, 157(53.40%) Good and 00% excellent knowledge level whereas in post-test 00% had Poor, 59(20.06%) Average, 176(59.86%) Good and 59 (20.06%) had excellent knowledge level. The pre-test mean score was 23.1 (46.2 %.) and of post-test was 35.6 (71.2%). The computed z’-test value showing significant difference in the pre (x?1=23.1) and post-test (x?2=35.6) knowledge score (p=1.18357, < z= -5.1679, critical z score=-1.6449 ? =0.05 level of significance). Hence the p value is greater than the z value (p(x?Z) = 1.18357e-7), it indicates the webinar was effective and the null hypothesis (H0) is rejected. Conclusion: The study was concluded as the webinar was highly effective and influenced the participant to gain sufficient information on prevention and the spread of Covid 19. Hopefully this enables them to apply

scholarly journals Tuberculosis: knowledge among nursing undergraduate students

2019 ◽  
Vol 72 (5) ◽  
pp. 1279-1287
Author(s):  
Cleina de Fátima Carvalho ◽  
Maria Amélia Zanon Ponce ◽  
Reinaldo Antonio da Silva-Sobrinho ◽  
Roberto Della Rosa Mendez ◽  
Mariana Alvina dos Santos ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Attitudes And Practices ◽  
Undergraduate Nursing ◽  
The Subject ◽  
Teaching Learning

ABSTRACT Objective: To analyze the knowledge about tuberculosis among nursing undergraduate students of a Federal Higher Education Institution. Method: Descriptive cross-sectional study, with quantitative approach. Data were collected through a questionnaire based on the WHO’s guide to developing evaluation instruments on knowledge, attitudes and practices related to TB. Students were classified as “with knowledge” and “with little knowledge” based on the mean percentage of correct responses to the variables analyzed. Descriptive statistics techniques were used. Results: 60 nursing students were interviewed. “with little knowledge” was observed among students who were studying at the university for less time and who had no previous contact with the subject, and “with knowledge” was observed among those whose knowledge about tuberculosis was acquired in the health services. Conclusion: Knowledge gaps among undergraduate nursing students were identified, suggesting the need to rethink teaching-learning strategies on the subject.

scholarly journals Using an “Escape Room” toolbox approach to enhance pharmacology education

2017 ◽  
Vol 8 (4) ◽  
pp. 89 ◽  
Author(s):  
Melinda Hermanns ◽  
Belinda Deal ◽  
Ann M. Campbell ◽  
Shawn Hillhouse ◽  
J. Brian Opella ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Learning Experience ◽  
Classroom Setting ◽  
Student Responses ◽  
First Semester ◽  
Cardiovascular Medications ◽  
Nursing Literature ◽  
Teaching Learning

Background: Faculty are encouraged to use a variety of teaching/learning strategies to engage nursing students. While simulation and games are now common, there were no reports in the nursing literature using an “escape room” concept. Escape rooms use an entertainment approach as teams engage in critical thinking to solve puzzles and find clues to escape a room. In the classroom setting, this concept is modified to solve a mystery by finding various objects through a series of puzzles to locate clues. Some of these games involve finding numerical clues to open locks on a box, such as a toolbox. The purpose of this study was to describe the use of a toolbox gaming strategy based on an escape room concept to help students learn about cardiovascular medications in a pharmacology course.Methods: This pilot study employed a descriptive qualitative method to investigate an approach to pharmacology education. The sample consisted of first semester nursing students.Results: Student responses to criteria-based questions resulted in three themes: engaging, teamwork, and frustration, related to using a toolbox scenario strategy as a pathway to learning.Conclusions: This descriptive study yielded mixed results from the students who were frustrated by time constraints but engaged in the learning experience. Lessons are offered for future improvements.

Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Barbara Sinclair ◽  
Karen Ferguson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Nursing Practice ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

Constructivist Philosophy and Nursing Student Medication Calculations

2013 ◽  
Vol 27 (2) ◽  
pp. 88-94
Author(s):  
Sarah E. Newton ◽  
Margaret Harris ◽  
Laura Pittiglio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Program ◽  
Learning Approach ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Medication Calculations ◽  
Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

scholarly journals Teaching-learning evaluation on the ICNP® using virtual learning environment

2017 ◽  
Vol 70 (3) ◽  
pp. 602-609 ◽  
Author(s):  
Carolina Costa Valcanti Avelino ◽  
Lívia Cristina Scalon da Costa ◽  
Soraia Matilde Marques Buchhorn ◽  
Denismar Alves Nogueira ◽  
Sueli Leiko Takamatsu Goyatá
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Learning Process ◽  
Professional Education ◽  
Nursing Practice ◽  
Virtual Learning Environment ◽  
Learning Evaluation ◽  
Teaching Learning ◽  
Nursing Professionals

ABSTRACT Objective: Evaluating the teaching-learning process of undergraduates and nursing professionals on the International Classification for Nursing Practice (ICNP®) through a course on Moodle Platform. Method: Mixed research conducted with 51 nursing students and nurses. Many technological and educational resources were used. To collect data, two semi-structured questionnaires were applied and focus groups were carried out. Statistical and thematic analysis of the data was performed. Results: There was a correlation between the Wiki variable, the Animation Video (p = 0.002) and the Arch Method (p = 0.04), as well as a correlation between the Forum, the Virtual Book (P < 0.001) and time (p = 0.009). Three topics emerged: innovation in the application of technological resources, distance education in the professional education and permanent education and the teaching-learning process on the ICNP® in a collaborative way. Conclusion: Teaching-learning strategies and technological resources used were pointed out as innovative and helped students have a better performance.

scholarly journals Effect of Training Program to Improve Observational Skills of Psychiatric Nursing Students

2020 ◽  
Author(s):  
Atallah Khalaf Alenezi
Keyword(s):  
Nursing Students ◽  
Training Program ◽  
Rating Scale ◽  
Training Programs ◽  
Psychiatric Nursing ◽  
Chi Square ◽  
Psychiatric Institution ◽  
Significant Difference ◽  
Observational Skills ◽  
And Performance

Introduction: Training program is believed to enhance nursing students’ knowledge and performance in observational skills, which can be an essential factor in their future practice as nurses working in a psychiatric institution. Aim: This study aimed to assess the effect of training program for psychiatric nursing students to improve their observational skills. Materials and Methods: This study used an interventional design. The study sample included 80 nursing students undergoing clinical practice in psychiatric nursing during 2019-20 (10 months). The tools used for data collection were questionnaire to assess nursing student’s knowledge and an observational checklist to measure the performance. Percentage distribution, chi-square, and correlation coefficient were used to determine influence of training program on nursing students. Results: The training program imparted to students was effective as indicated by a highly significant difference between pre/post-training programs in all items of psychiatric nursing students’ knowledge. Furthermore, a highly significant difference between pre/post-training programs in all elements of students’ observational rating scale was also evident. Conclusion: The training program improved nursing students’ knowledge and performance. Particularly, their observational skills have brought confidence in their exposure and boast their ability in caring for their patients.

Preferred Teaching/Learning Strategies for Graduate Nursing Students in Web-Enhanced Courses

2021 ◽  
Vol 40 (3) ◽  
pp. 149-155
Author(s):  
Melissa Dawn Harlan ◽  
Margaret Quinn Rosenzweig ◽  
Rosemary Labarbera Hoffmann
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Teaching Learning ◽  
Graduate Nursing

scholarly journals Learning Style Scales: a valid and reliable questionnaire

2014 ◽  
Vol 11 ◽  
pp. 22 ◽  
Author(s):  
Abdolghani Abdollahimohammad ◽  
Rogayah Ja’afar
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Scree Plot ◽  
Undergraduate Nursing ◽  
Style Preferences

Purpose: Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. Methods: A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach’s α, corrected item-total correlation, and test-retest. Results: Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach’s α was > 0.70 for all subscales in both study populations. The corrected item-total correlations were > 0.30 for the items in each component. Conclusion: The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

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