مجله مراقبت های نوین
Modern Care Journal
سه شنبه 12 آبان 1405
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دوره 10، شماره 3 - ( 7-1392 )
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mogharab M, nzteghi K, Sharifzade G. Effects of lecture and team member teaching design on nursing students' learning and academic motivation. , Mod Care J. 2013; 10 (3) :173-182
URL: http://mcj.bums.ac.ir/article-1-512-fa.html
URL: http://mcj.bums.ac.ir/article-1-512-fa.html
مقرب مرضیه، ناطقی کبری، شریف زاده غلامرضا. مقایسه تاثیر تدریس به شیوه طرح تدریس اعضای تیم و سخنرانی بر یادگیری و انگیزش تحصیلی دانشجویان پرستاری. , مراقبت های نوین. 1392; 10 (3) :173-182
مرضیه مقرب1 
، کبری ناطقی*2 ، غلامرضا شریف زاده3
، کبری ناطقی*2 ، غلامرضا شریف زاده3
1- مربی گروه آموزشی پرستاری، دانشکده پرستاری و مامایی دانشگاه علوم پزشکی بیرجند. بیرجند، ایران
2- کبری ناطقی، دانشجوی کارشناسی ارشد آموزش پرستاری، دانشکده پرستاری و مامایی دانشگاه علوم پزشکی بیرجند. بیرجند، ایران. تلفن: 09131883507 پست الکترونیک: kobra_nategh@yahoo.com
3- مربی گروه آموزشی اپیدمیولوژی، دانشکده بهداشت و عضو مرکز تحقیقات عوامل اجتماعی موثر بر سلامت دانشگاه علوم پزشکی بیرجند. بیرجند، ایران
2- کبری ناطقی، دانشجوی کارشناسی ارشد آموزش پرستاری، دانشکده پرستاری و مامایی دانشگاه علوم پزشکی بیرجند. بیرجند، ایران. تلفن: 09131883507 پست الکترونیک: kobra_nategh@yahoo.com
3- مربی گروه آموزشی اپیدمیولوژی، دانشکده بهداشت و عضو مرکز تحقیقات عوامل اجتماعی موثر بر سلامت دانشگاه علوم پزشکی بیرجند. بیرجند، ایران
چکیده: (528 مشاهده)
Background and Aims: An 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 Methods: In 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.
Results: The 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).
Conclusion: The TMTD method could enhance students’ motivation and academic achievement. It is recommended to use this method further in education.
Materials and Methods: In 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.
Results: The 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).
Conclusion: The TMTD method could enhance students’ motivation and academic achievement. It is recommended to use this method further in education.
نوع مقاله: پژوهشي |
دریافت: 1392/1/29 | پذیرش: 1392/7/17 | انتشار: 1392/8/4
دریافت: 1392/1/29 | پذیرش: 1392/7/17 | انتشار: 1392/8/4
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