A comparative study on the effect of lecture-based education, role-playing and learning through peers on learning and satisfaction of nursing students in Zanjan University of Medical Sciences

Document Type : Original Article

Authors

Department of Medical Surgical and Critical Care Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran

Abstract

I
Background: In educational programs, two general teaching models are proposed; A master-centered pattern in which the master is the all-encompassing fulcrum. In this model, learners learn and soon forget. Another model that pays special attention to the learner, their needs and abilities is called student-centered. Due to the fact that different people learn in different ways, to achieve better results, therefore, it is necessary not to use only one method in classrooms.
Method: This Quasi Experimental study was performed on nursing students during the first semester of 2018-2019 in Zanjan School of Nursing and Midwifery in one unit of the Adult / Elderly 3 course (neurology). Thus out of 8 sessions, two sessions were presented by lecturing method, three sessions by using peer learning model and three sessions by role-playing method. At the end of the sessions, a satisfaction questionnaire was completed by the students and a test was taken to assess the students' learning.
Results: The results showed that the students had the highest satisfaction in role playing with the mean and standard deviation of 22/23±11/21(p<0/001). The mean of Examination scores in different training methods had no significant difference.
Conclusion: The use of, Role playing method was created more satisfaction in nursing students.  

Keywords

References

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Future of Medical Education Journal
Volume 12, Issue 2
June 2022
Pages 50-55

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