scholarly journals Use of “Weekly goal oriented teaching method” for dental nursing students during the outpatient clinical internship

2017 ◽  
Vol 7 (7) ◽  
pp. 129
Author(s):  
Wen Liu
Keyword(s):  
Nursing Students ◽  
Outpatient Clinic ◽  
Teaching Methods ◽  
Teaching Method ◽  
Student Evaluation ◽  
Control Group ◽  
Evaluation Scores ◽  
Experimental Group ◽  
Clinical Internship ◽  
Internship Training

Background and objective: Given the current rapid development of the profession, great emphasis in dental nursing education is focused on clinical internship training. The aim of this study is to investigate the effects of the “Weekly Goal Oriented Teaching Method” for dental nursing students during their outpatient clinical internship.Methods: A quasi-experimental study was carried out among students enrolled in the dental nursing major during the 2012 school year. They were randomly divided into two separate study groups according to their scheduled outpatient clinic internship schedule. The students scheduled for their outpatient clinic internship during the first four months (Months 1-4) were placed in the control group. The instructors in the control group utilized conventional teaching methods. Students scheduled during the following four months (Months 5-8) were placed in the experimental group using the “Weekly Goal Oriented Teaching Method”. Comparison of both groups included the student’s examination scores, student evaluation about the clinical internship training, and the nursing instructor’s evaluation of the student’s learning experience.Results: Compared to the control group, the students in the experimental group had examination scores that were statistically significant higher in the Department of Oral and Reconstructive Surgery, Orthodontics, and the Four-Hand Operation Department (p < .05). The student evaluation of the clinical internship in the experimental group significantly surpassed the student evaluation in the control group in the areas of internship planning, teaching methods, and student-teacher communication (p < .05). The clinical nursing instructor’s teacher evaluation scores given to the students in the experimental group surpassed the evaluation scores for students in the control group in the fields of technical learning skills, and communication skills (p < .05).Conclusions: The use of the “Weekly Goal Oriented Teaching Method” can improve and promote acquiring the essential professional skills and knowledge, enhance internship planning, improve teaching methods, and strengthen teacher–student communication.  In addition, the “Weekly Goal Oriented Teaching Method” can emphasize principles of nursing theory and compassionate care.

Effective Role of Emotions in Teaching

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sujit Dhanraj Kumavat
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Negative Emotion ◽  
Junior College ◽  
Control Group ◽  
Neutral Group ◽  
Group I ◽  
Group Control Group ◽  
Experimental Group

The objective of the present study was to find out the role of emotion in effective teaching of junior college students. The sample for the present research selected from the grantable junior college in Ahmednagar. For the research 11th class 90 students of Commerce faculty was selected. Among them 30 student selected for the positive emotion teaching group (Experimental group I). 30 students selected for the negative emotion (Experimental group II). And 30 students were selected for the neutral group (Control group III). The age range of the students were 17 to 18 years (M=35.00 SD=7.38). In the research Simple random method was used. The first hypothesis of the research was positive emotional teaching method high in English retention than negative and neutral teaching methods. Tolls 11th class English syllabus selected for the study. Result first result was showed that positive emotional teaching had significantly high English retention than the negative and neutral emotional teaching methods.

scholarly journals Effectiveness of Lecture and Discussion Teaching Methods in Teaching English Language through Figures of Speech

2019 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Lok Raj Sharma ◽  
Ram Nath Khanal
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Figures Of Speech ◽  
Significant Difference ◽  
Experimental Group

The main objective of this study is to identify the effectiveness of teaching methods in teaching English language through figures of speech. Thirty-one figures of speech were selected from different prose adverse lines for the study.  The study was experimental in nature and the pretest-post test control group research design was adopted among 120 bachelor third year education students from five campuses of Makawanpur District, Nepal. Simple random sampling technique was used to select the students to form the Control Group and the Experimental Group which were taught by using the lecture teaching method and the discussion teaching method respectively for thirty five days. The paired samples t test in SPSS Version 20 was used to compare Total Pretest Mean Score and Total Posttest Mean Score within groups. The overall reliability of the instruments based on the posttest scores of the students of the both groups of the pilot study was .979 and that of the research study was .968.  The pair samples t test between the Total Pretest Mean Score and the Total Posttest Mean Score of the Control Group (observed t- value=20.652, critical t- value= 2.001 and p< .05) and the Experimental Group (observed t- value= 42.907, critical t- value= 2.001 and p< .05) show that there was a statistically significant difference between the Total Pretest Mean Score and the Total Posttest Mean Score in each group. It justifies that the lecture teaching method and the discussion teaching method were effective within each group.    

scholarly journals The impact of the discussion strategy on the level of achievement  in science subject among the Seventh Students in Jordan: أثر استراتيجية المناقشة على مستوى التحصيل في مبحث العلوم لدى طلاب السابع الأساسي في الأردن

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Wael Salama Al Maaytah
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
Teaching Method ◽  
Achievement Test ◽  
T Test ◽  
Control Group ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group ◽  
Science Subject

The present study aimed to identify the impact of the discussion strategy on the level of achievement in science subjects among the Seventh Students in Jordan School in Faisal I Elementary School for Boys, affiliated to the Directorate of Education of the Governorate of Aqaba during the academic year 2018/2019, where Division (B) represented the experimental group, and consisted of (20) students, and Division (C) represented the control group, and consisted of (20) students. The results of (t-test) for two independent samples showed that there were statistically significant differences between the average scores of students on the achievement test in science due to the variable of the teaching method. Where the control group received an overall average (11.96) versus the experimental group with an overall average (18.02), and for the benefit of the experimental group In light of the results of the study, the researcher recommended that teachers be trained to use the discussion strategy in teaching science to its effectiveness in teaching. It also recommended studies on the introduction of other teaching methods.

scholarly journals The Application of Layered Progressive Teaching Method in Nursing Teaching of Health Management Centre

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Xin Liu ◽  
Xiaoying Qu
Keyword(s):  
Nursing Students ◽  
Clinical Effect ◽  
Teaching Method ◽  
Health Management ◽  
Clinical Development ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Practical Operation ◽  
The Difference ◽  
Experimental Group

Objective: To explore the clinical effect of the layered progressive teaching method in the process of nursing teaching in the health management centre. Methods: 100 nursing students in the health management centre of our hospital were randomly divided into two groups from April 2018 to April 2019, in which students of the control group were treated with routine teaching, while those of the experimental group were treated with layered progressive teaching. Then, the teaching effect of the two groups was compared and analysed. Results: The assessment results of nursing students in the two groups were compared, in which the theoretical knowledge scores and practical operation scores of nursing students in the experimental group were (94.34 ± 2.33) and (90.45 ± 2.20) respectively. By contrast, the score of students in the control group was lower and the difference between the two groups was not significant (P<0.50). The teaching effect of students in the experimental group is more significant. Conclusion: During the process of nursing teaching in the Health Management Centre, the progressive teaching method showed a significant clinical effect and could effectively enhance students’ scores. Therefore, it is positively significant for clinical development.

scholarly journals The Application of a Case-based Social-Media-Assisted Teaching Method in Cariology Education：A Comparative Study (Preprint)

2021 ◽  
Author(s):  
Li Li ◽  
Xiaobin Liu ◽  
Zeyuan Chen ◽  
Liyuan Wang ◽  
Xiaoli Lian ◽  
...  
Keyword(s):  
Social Media ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Cavity Preparation ◽  
Evaluation Scores ◽  
Questions And Answers ◽  
Skill Evaluation ◽  
Experimental Group ◽  
Case Based

BACKGROUND The current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic causes an unprecedented disruption in medical education and healthcare systems worldwide. Innovative teaching mode of Cariology education is required to change the situation. OBJECTIVE To evaluate the application effects of a case-based social-media-assisted teaching method in cariology education. METHODS Dental students of Class 2019 and Class 2018 were enrolled into the experimental group and the control group, respectively. A case-based social-media-assisted teaching method was used in the experimental group, which included pre-class activity via social media, additional discussion and practice process record in class, and questions and answers via the platform after class. The traditional teaching method was used in the control group, which was conventional preparation before class, traditional lectures and demonstrations, followed with students practice in class, and questions and answers step after class. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social-media-assisted teaching group students anonymously. All data were analyzed using the SPSS statistical software. RESULTS The students cavity preparation skill evaluation scores was 82.51±6.82 in the experimental group while 77.19±5.98 in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% of the students recommended the case-based social-media-assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (98.1%). They also recognized that the classroom atmosphere was active (88.7%). CONCLUSIONS The case-based social-media-assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attended students. It could be used to supplement the teaching of cariology.

scholarly journals Application of Deep Learning-Based Integrated Trial-Error + Science, Technology, Reading/Writing, Engineer, Arts, Mathematics Teaching Mode in College Entrepreneurship Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Guangfu Qu ◽  
Wenbo Hu ◽  
Wenxiu Jiao ◽  
Jiangbo Jin
Keyword(s):  
Deep Learning ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Teaching Method ◽  
Entrepreneurship Education ◽  
Control Group ◽  
Teaching Concept ◽  
Depth Analysis ◽  
And Control ◽  
Experimental Group

The purpose is to achieve a high-quality teaching effect in quality education using the new teaching concept. Firstly, the Deep Learning (DL) theory is introduced to improve the trial-error teaching method, then the trial-error teaching is combined with STREAM education. Afterward, the conical section hyperbola teaching in college entrepreneurship education is specifically studied under experimental analysis using the proposed DL-based integrated trail-error + STREAM teaching methods. The experimental results read: student’s average veracity on the multiple-choice question is 93.4% and 90.1% for the experimental group and control group, respectively; student’s average veracity on short-answer questions is 92.3% and 90.3% for the experimental group and control group, respectively. The results show that the application of DL to the trial-error teaching method can cultivate students’ in-depth analysis and logical thinking ability for mathematical problems. Meanwhile, the DL-based integrated trial-error + STREAM teaching methods stimulate students’ initiative to learn more difficult knowledge, establish integral knowledge systems, and more comprehensively and deeply understand the teaching content. As a result, students’ scientific literacy and humanistic literacy are both improved. Therefore, the proposed DL-based integrated trial-error + STREAM teaching method in college entrepreneurship education has a guiding significance for other disciplines and provides ideas for the expansion and development of STREAM teaching in the future.

scholarly journals Effect of Prior Learning Method on Nursing Students' Practical Capacity

2019 ◽  
Vol 8 (2S6) ◽  
pp. 322-325
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Teaching Method ◽  
Learning Ability ◽  
Control Group ◽  
Learning Method ◽  
Prior Learning ◽  
Learning Satisfaction ◽  
Practical Capacity ◽  
Experimental Group

We looked at how the practical capacity of nursing students was affected by the application of the Prior Learning Method in the fundamentals of nursing practice course. In order to compare practical capacity, self-efficacy, self-directed learning ability, and learning satisfaction were set as variables and results were calculated using SPSS 18.0. Comparing results after applying the Prior Learning Method to only the experimental group by classifying it as a group of experimental and control group, the results showed that self-efficacy in the experimental group was increased and learning satisfaction was high. There was a meaningful result of applying the Priority Learning Method to the demanding practical class, gaining satisfaction, and increasing confidence. It is necessary to verify it through repeated research and develop it into a better teaching method.

scholarly journals Application of Scenario Simulation Method in Pediatric Clinical Nursing Teaching

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Mei Yang
Keyword(s):  
Nursing Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Simulation Method ◽  
Scenario Simulation ◽  
Clinical Nursing ◽  
Experimental Group ◽  
Better Than

Purpose Analysis of Situational Teaching Method Applied in Pediatric Clinical Nursing Teaching. Method The 120 nursing students who studied in our University from 2015 to 2017 were selected as the study subjects and divided into routine group and experimental group. General teaching methods were adopted for the routine group, and the experimental group took a scenario simulation teaching method on this basis. Results The satisfaction of the teaching methods between the experimental group and the routine group were 93.33% and 81.67% respectively, P<0.05; The theoretical and practical results of the experimental group were better than the routine group, P<0.05. Conclusion The application of the situational teaching method in pediatric clinical nursing teaching has a significant effect and can effectively arouse students' interest in learning.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

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