Comparison of the effect of teaching Bundle Branch Block of electrocardiogram through storytelling and lecture on learning and satisfaction of nursing students: A quasi-experimental study
| Autor: | Raana Jafarizadeh, Mehraban Shahmari, Leily Zare, Seemin Dashti, Elhameh Nasiri |
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| Rok vydání: | 2021 |
| Předmět: |
Motivation
Data collection Bundle branch block Teaching Teaching method media_common.quotation_subject Bundle-Branch Block education Personal Satisfaction General Medicine medicine.disease Education Electrocardiography Nursing Critical thinking Intervention (counseling) Quasi experimental study medicine Humans Students Nursing Quality (business) Psychology General Nursing Storytelling media_common |
| Zdroj: | Nurse Education in Practice. 56:103216 |
| ISSN: | 1471-5953 |
| DOI: | 10.1016/j.nepr.2021.103216 |
| Popis: | Aim In this study, we taught learners the interpretation of the bundle branch block in two ways of storytelling and usual lecture, then compare the effect of these two methods on the level of learning and satisfaction. Storytelling can lead to deep learning, promoted critical thinking of students and enhanced clinical skills. It is an effective teaching method engaging nursing and midwifery students in clinical education. Design A quasi-experimental study. Methods We conducted this study in the training hospital, Ardabil, Iran, from 2019 to 2020. We selected 70 nursing students of semesters 6th and 7th through convenience sampling then allocated them randomly into two groups of intervention (n = 40) and control (n = 30). We taught the same topics to the intervention group via the storytelling method and the control group via lecturing. Data collection tools included a standard questionnaire of satisfaction with the teaching method and learning how to interpret an electrocardiogram. Data were analyzed using chi-square and independent t-tests. The significance level was considered less than 0.05. Results Students in the control group had a higher mean score of satisfaction with the teaching method (30.00 ± 2.00) than students in the intervention group (29.00 ± 3.00). Also, There was no significant difference between the two groups regarding learning quality (P = 0.20). Conclusion Both methods of storytelling and lecturing were effective in increasing students' satisfaction. However, the liking of the teaching method, learning in a short time and high motivation for learning in the intervention group were higher. It is suggested to teach electrocardiogram interpretation to nursing students first through lecturing and then stabilize the concepts in their minds through storytelling. |
| Databáze: | OpenAIRE |
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