Modern Care Journal

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Background and AimsAn important priority for nursing education is to find strategies that can increase motivation and enhance learning of nursing students. The purpose of this study is to compare the effectiveness of education through team member teaching design (TMTD) and lecture on nursing students' learning and motivation .   Materials and MethodsIn this randomized field trial study, all sixth-semester nursing students (n=36) studying at Birjand University of Medical Sciences in 2012-13 were selected and randomly divided into two equal groups. In five sessions, Emergency and Crisis course was taught through TMTD in one group, and in the other, through lectures. Academic achievement was measured before and after each session and in total, and motivation was measured with Hurter’s academic motivation questionnaire whose reliability was confirmed in previous studies. Data were analyzed in SPSS (version 15.5) by chi-square, paired t test, and independent t test at α ≥ 0.05.   ResultsThe summative test scores mean and that of the test taken after each session increased significantly in both groups. Scores mean in the TMTD group before and after intervention was 21±1.6, and in the lecture group 18.2±3 (P=0.01). There was a significant increase in motivation scores of TMTD group but a decrease in the lecture group. The changes between the two groups were significant (P=0.001).   ConclusionThe TMTD method could enhance students’ motivation and academic achievement. It is recommended to use this method further in education.

Keywords: Team Member Teaching Design (TMTD), Lecture, Learning, Motivation, Nursing Student.

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