Volume 10, Issue 3 (10-2010)
Iranian Journal of Medical Education 2010, 10(3): 262-268 |
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Fesharaki M, Islami M, Moghimian M, Azarbarzin M. The Effect of Lecture in comparison with Lecture and Problem Based Learning on Nursing Students Self-Efficacy in Najafabad Islamic Azad University. Iranian Journal of Medical Education 2010; 10 (3) :262-268
URL: http://ijme.mui.ac.ir/article-1-1396-en.html
URL: http://ijme.mui.ac.ir/article-1-1396-en.html
, m-moghimian@iaun.ac.ir
Abstract: (14640 Views)
Introduction: Self-efficacy has an important role in applying scientific and professional knowledge and skills. Teaching methods can develop different skills such as decision making capability. The aim of this study was to determine the effect of teaching method of lecture in comparison with lecture and problem based learning on nursing students self-efficacy in Najafabad Islamic Azad University during 2008-2009. Methods: In this quasi-experimental study, 44 nursing students who had been admitted to the university in 2006, were selected through random sampling method. Then, they were assigned in to two experiment and control groups, randomly. The data gathering tool was the Iranian edition of Generalized Self Efficacy questionnaire (GSE10). The data were analyzed by version 15 of SPSS software using mean, standard deviation and independent t-test and paired t-test. Results: The self-efficacy score increased significantly in both lecture (p<.004) and PBL (P<.001) groups. Although the mean score of post-test was higher in PBL group compared to the lecture group, no significant difference was observed comparing the mean of the difference between pre and post-tests in the two groups. Conclusion: According to this study, effective education can promote students self-efficacy in order to carry out the related performance. Considering the higher mean score of the PBL group, it is recommended to pay more attention to this educational method in higher education curriculum.
Type of Study: Original research article |
Subject:
E-learning
Received: 2011/01/4 | Accepted: 2011/08/6 | Published: 2010/10/15 | ePublished: 2010/10/15
Received: 2011/01/4 | Accepted: 2011/08/6 | Published: 2010/10/15 | ePublished: 2010/10/15
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