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

10.22038/fmej.2021.58549.1410

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


  1. Safari M, Yazdanpanah B, Ghafarian HR, Yazdanpanah S. Comparing the effect of lecture and discussion methods on studentslearning and satisfaction. Iranian journal of medical education. 2006;6(1):59-64. Persian.
  2. Khiri B, Mohammadi E. Identifying Educational Methods for Developing Entrepreneurship and Employment at Applied Scientific Centers of Ilam Province. International Journal of Humanities and Cultural Studies (IJHCS)​ ISSN 2356-5926. 2016;3(1):630-39. Persian.
  3. Robinson-Smith G, Bradley PK, Meakim C. Evaluating the use of standardized patients in undergraduate psychiatric nursing experiences. Clin Simul Nurs. 2009;5(6):203-11.
  4. Babatsikou FP, Gerogianni GK. The importance of role-play in nursing practice. Health Science Journal. 2012;6(1):4.
  5. Soltanian A. The Effect of Teaching Nurse-patient Communication through Role-play Method on Nursing Students’ Caring Behaviors: A Quasi-Experimental Study. Iranian Journal of Medical Education. 2016;16:120-30. Persian.
  6. Stone R, Cooper S, Cant R. The value of peer learning in undergraduate nursing education: a systematic review. ISRN nursing. 2013;2013.
  7. Kimyai S, Jafari Navimipour E, Mohammadi N. The Effect of Peer Education on Practical Skills Training of Dentistry Students in Restorative Preclinic. Iranian Journal of Medical Education. 2011;11(4):418-24.
  8. Badeyehpeymaye Jahroomy Z, Eslami Akbar R. Examine challenges of students' classroom conference: An applied study. Journal of Ethics in Education. 2013;2(3):26-33.
  9. Adib HM, Afazel MR. A comparison of the effects of instructional methods on satisfaction, anxiety and learning of nursing students. Future Med Educ J. 2011; 4(3):11-15.
  10. Henning JM, Weidner TG, Marty MC. Peer assisted learning in clinical education: literature review. Athletic Training Education Journal. 2008;3(3):84-90.
  11. Haghani F, Chavoshi E, Valiani A, Yarmohammadian MH. Teaching Styles of Teachers in Basic Sciences Classes in Medical School of Isfahan University of Medical Sciences. Iranian Journal of Medical 2011;10(5):943-49. Persian.
  12. Talebi A, Nourbakhsh N, Mottaghi P, Dadgostarnia M. New Teaching/learning model for medical students, according to integration of usual educational methods in Isfahan University Of Medical Sciences. Iranian Journal of Medical Education. 2011;10(5):1198-208.
  13. Masud H, Thurasamy R, Ahmad MS. Parenting styles and academic achievement of young adolescents: A systematic literature review. Qual Quant. 2015;49(6):2411-33.
  14. Phillipson S, Phillipson SN. Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross‐cultural comparison. Educational Psychology. 2007;27(3):329-48.
  15. Eslami AR, Hojat M, Badiyepeymaie JZ. Comparison of teaching through peer learning with the lecture method on the learning level of anesthesiology students at Jahrom University of Medical Sciences in 2013. 2015.
  16. Managheb S, Mosalanejad N. The impact of role play and group discussion on the knowledge and attitude of interns of Jahrom Medical School about breaking bad news, 2009. Journal of Jahrom University of Medical Sciences. 2011;9.
  17. Nikendei C, Kraus B, Schrauth M, Weyrich P, Zipfel S, Herzog W, et al. Integration of role-playing into technical skills training: a randomized controlled trial. Med teach. 2007;29(9-10):956-60.
  18. Hazavehei SM, Taghdisi MH, Mohaddes HR, Hasanzadeh A. The effects of three teaching methods of lecture training game and role playing on knowledge and practice of middle school girls in regard to puberty nutrition. Strides in Development of Medical Education. 2007 Jan 1;3(2):126-33. Persian.
  19. Jeffries PR, Woolf S, Linde B. Technology-based vs. traditional instruction: A comparison of two methods for teaching the skill of performing a 12-lead ECG. Nurs Educ Perspect. 2003;24(2): 70-74.
  20. Mesler L. Making Retention Count: The Power of Becoming a Peer Tutor. Teach Coll Rec. 2009;111(8):1894-915.
  21. El-Sayed SH. Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course. J Nurs Educ Pract. 2013;3(9):156.
  22. Curran VR, Sharpe D, Forristall J, Flynn K. Student satisfaction and perceptions of small group process in case-based interprofessional learning. Med Teach. 2008;30(4):431-33.
  23. Ebrahimzadeh I. Teaching-learning process and the future distanc and open learning Peyke Noor Journal. 2003;3(2):3-11. Persian.
  24. Sucaromana U. The effects of blended learning on the intrinsic motivation of Thai EFL students 2013.
  25. Deperlioglu O, Kose U. The effectiveness and experiences of blended learning approaches to computer programming education. Computer Applications in Engineering Education. 2013;21(2):328-42.
  26. Tseng H, Walsh Jr EJ. Blended vs. traditional course delivery: Comparing students’ motivation, learning outcomes, and preferences. Q Rev DistanceEduc. 2016;17(1):1-21.
  27. Choy JLF, Quek CL. Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course. Australasian Journal of Educational Technology. 2016;32(4).
  28. Shahsavari IS. Designing and implementing the integrated learning program in nursing education: The integration of problem-based learning and role playing methods in teaching the practical part of patient education. 2017; 26(3):219-27. Persian.
  29. Szeto E. A comparison of online/face-to-face students’ and instructor's experiences: Examining blended synchronous learning effects. ProcediaSoc Behav Sci. 2014;116:4250-5254.