Effect of Three Educational Methods on Anxiety Learning Satisfaction and Educational Progression in Nursing Students

Background & Objective : Studies have shown that teachercentered teaching methods like lecture would make the students inactive and limit their ability in critical thinking decision making and self assertion and dont have enough educational efficacy This study was conducted to assess the effect of three educational methods including lecture question and answer and student seminar on students anxiety educational progression and learning satisfaction Methods : A quasiexperimental study was conducted on a group of ۴۰ nursing students The course content of medical surgical nursing II was divided into three parts and each part was taught using a different method At the beginning of teaching with each of these three methods students anxiety and at the end of each section students satisfaction were assessed and a theoretical exam about the contents was given Then students anxiety learning satisfaction and educational progression were compared Results : Among all students ۵۲۵% were female with mean (±SD) age of ۲۳۵۷ (±۲۰۶) years Mean score of students achievement was ۱۲۶۲ using lecture ۱۴۸۰ using question and answer while it was ۱۵۱۰ having student seminars There were significant differences between them (p=۰۰۰۰۱) However Post Hoc analysis did not show a significant difference between the mean scores in the second and third methods Mean score of students satisfaction was ۳۳۵ ۳۶۵ and ۵۱۰ for the first second and third methods accordingly The students were more satisfied using the second and third methods (p=۰۰۰۰۱) The first method induced the least amount of anxiety while the second method induced the most Third method induced moderate amount of anxiety Anxiety decreased significantly at the end of the second and third methods (p=۰۰۲ and p=۰۰۰۰۱ respectively) Conclusion : Involving students in teachinglearning activities and preparing the situation can lead to educational progression and more students learning satisfaction However increased level of expectancy from the students in active teaching methods can increase anxiety which could be diminished by necessary support Therefore involving the students in teaching activities is suggested

Keywords:

Teaching method , Educational progression , Anxiety , Satisfaction , Learning