International Journal of Nursing Education

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The efficacy of two Active Methods of Teaching on Students' Competency


Affiliations
1 Professor assistant, Department of Education, Jahrom University of Medical Sciences, Jahrom, Iran, Islamic Republic of
2 MSc, Department of Midwifery, Toyserkan branch, Islamic Azad University, Toyserkan, Iran, Islamic Republic of
3 Student research committee Jahrom university of Medical Sciences, Jahrom, Iran, Islamic Republic of
     

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Objective: This study compared two methods of scenarios with a real clinical setting and peer group feedback in students' knowledge and their performance.

Materials and Method: The study is an experimental study on 45 nursing students in the field of psychiatric. Two groups trained by scenario based learning and peer feedback in two stages of program as a self control.

Result: There were significant differences between mean score of students' evaluation in two methods (p<0.05). Mean score of students' knowledge &amp; performance from peer assessment was statistically significant in both pre and post test (p<0.05).

Conclusion: Considering the result we strongly suggested using active method of teaching which is useful for clinical teaching in clinical ward.


Keywords

Peer Feedback, Scenario Base Learning, Clinical Skills, Knowledge, Performance
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  • The efficacy of two Active Methods of Teaching on Students' Competency

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Authors

L. Mosalanejad
Professor assistant, Department of Education, Jahrom University of Medical Sciences, Jahrom, Iran, Islamic Republic of
Z. Ghodsi
MSc, Department of Midwifery, Toyserkan branch, Islamic Azad University, Toyserkan, Iran, Islamic Republic of
M. A. Ghobadifar
Student research committee Jahrom university of Medical Sciences, Jahrom, Iran, Islamic Republic of

Abstract


Objective: This study compared two methods of scenarios with a real clinical setting and peer group feedback in students' knowledge and their performance.

Materials and Method: The study is an experimental study on 45 nursing students in the field of psychiatric. Two groups trained by scenario based learning and peer feedback in two stages of program as a self control.

Result: There were significant differences between mean score of students' evaluation in two methods (p<0.05). Mean score of students' knowledge &amp; performance from peer assessment was statistically significant in both pre and post test (p<0.05).

Conclusion: Considering the result we strongly suggested using active method of teaching which is useful for clinical teaching in clinical ward.


Keywords


Peer Feedback, Scenario Base Learning, Clinical Skills, Knowledge, Performance

References