عنوان مقاله [English]
نویسنده [English]چکیده [English]
Background and Objective: According to increasingly progress of science in nursing and as well as nursing is
a combination of theoretical and clinical sciences simultaneously, so it is felt to use new approaches of teaching
in the field of nursing. This study aimed to design and implement the integrated teaching method and evaluate
students’ learning and satisfaction.
Methods and Materials: This quasi-experimental study with before-and-after design was conducted on 50 first
year nursing students of Jahrom University of Medical Sciences who had selected the process of patient education
course in the academic year 2016. The integrated teaching method was done in six steps. Before the implementation
of educational methods, students were pre-tested, then they were divided in 10 groups of 5 people. A representative
was elected for each group and a guideline was given to them that their tasks had marked in six steps . The first
four steps were implemented by modified problem-solving method, fifth step was patient education by role playing
method and sixth step was about evaluation of the program. At the end of the training, students participated in the
post-test and completed the satisfaction questionnaire of the integrated training method.
Results: Of the 50 nursing students participated in this study, 26 (52%) were male, 24 (48%) were female
and their mean age was (21.47± 4.84). The results of the study using paired sample t-test indicated a significant
difference between the pre-test (12.52 ± 1.64) and the post-test (14.09 ± 1.67) scores of the students (P = 0.001).
It shows the effectiveness of the integrated teaching method on students learning. According to the results of the
satisfaction questionnaire, integrated teaching method leads to high satisfaction of students (93%). Also, student
responses to the satisfaction questionnaire indicated that the role playing method increased their emotional
arousal (85%), and they felt themselves more closely to the show scene, and used all their senses to observe
(87%). In addition, the problem-based learning method leads to the improvement of their individual skills (90%),
and the management of motivations (92%), and the integrated teaching method, resulted to high self-esteem
(95%) and empirical learning (89%).
Conclusion: According to the results of this study integrated learning program increased students’ satisfaction
and this method can be used in teaching the process of patient education course
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