Volume 5, Issue 1 (In Progress 2019)                   JCCNC 2019, 5(1): 9-10 | Back to browse issues page

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1- Nursing Care Research Center (NCRC), School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran. , Farahani.ma@iums.ac.ir
2- Department of nursing, Nursing Care Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, I.R.Iran
3- Department of Biostatistics, Iran University of Medical Sciences, Tehran, Iran.
4- School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
5- Research Center (NCRC), School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
Abstract:   (85 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 pretest-posttest 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 SPSS18.
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.
     
Type of Study: Research | Subject: Special
Received: 2019/03/19 | Accepted: 2019/05/21 | Published: 2019/06/11