Volume 5, Issue 1 (Winter 2-2019 - Serial : 17 2019)                   JCCNC 2019, 5(1): 33-42 | Back to browse issues page


XML Print


1- Nursing Care Research Center, Babol University of Medical Sciences, Babol, Iran.; Health Research Institute, Babol University of Medical Sciences, Babol, Iran.
2- Department of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran.
3- Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
4- Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran. , Farahani.ma@iums.ac.ir
Abstract:   (321 Views)
Background: Despite the decisive role of nurses in patient’s education, they have limited ability to carry out this responsibility. One of the reasons for this incompetence is insufficient nursing education programs. This study aimed to compare and contrast the effects of multiple teaching methods and conventional methods on knowledge, satisfaction, and performance of bachelorette nursing students.
Methods: We conducted a quasi-experimental study with pre-test, post-test design. A sample of 154 nursing students from Tehran University of Medical Sciences was selected and then randomized into experimental (77) and control groups (77). The control group received conventional teaching, and the experimental group received multiple teaching methods, including scenario writing, role playing, videotaping, and analyzing, in 12 weekly sessions. The obtained data were analyzed by the Chi-square and Mann-Whitney tests in SPSS V. 18.
Results: Multiple teaching methods did not affect nursing students’ knowledge. However, it resulted in higher student satisfaction (P=0.001) and improved performance with regard to patient’s education (P=0.001).
Conclusion: Multiple teaching methods may help students to educate, interact, communicate, and cooperate with patients more effectively. 
Full-Text [PDF 659 kb]   (65 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/06/29 | Accepted: 2018/11/11 | Published: 2019/02/1