Volume 8, Issue 3 (Autumn 2013)                   jmed 2013, 8(3): 23-32 | Back to browse issues page

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Ahrari K, Alizadeh S, Alizadeh M. Effect of workshop compare to lecture on the study and learning sterategies of nursing and midwifery students of Arak Branch of Azad University . jmed 2013; 8 (3) :23-32
URL: http://jmed.ssu.ac.ir/article-1-142-en.html
, alizadeh3318@yahoo.com
Abstract:   (22657 Views)

 Introduction: Every educational system should aim to improve educational skills of its students. This study aims to assess the effect of workshop based compare to lecture based education on the study and learning strategies of nursing and midwifery students of Arak Branch of Azad University

Methods: In this experimental study, the two different education method were evaluated with pre and post tests. All nursing and midwifery students who enrolled in nursing and midwifery faculty of Arak Branch of Azad University in 2011 were included. twenty students participated in class group, 25 students participated in workshop group and 17 students participated in the control group. LSSI questionnaire including, attitude, motivation, anxiety, time management, concentration, information processing, selecting main idea, self testing, study aids ,test strategies was used. After completing the questionnaire the intervention groups participated in workshop for 16 hours and in lectures for two hours per week over 8 weeks. The same questionnaire was used for post-test.

Results: Mean attitude, information processing, anxiety, time management scores improved after educational class in the intervention compared to the control group. Also after the workshop, mean information processing, anxiety and self testing scores improved.

Discussion: In this study educational class and workshop were effective on information processing and anxiety management. We recommend investigation about personal education and educational counseling based on the students' needs and wants.


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Type of Study: Research | Subject: General
Received: 2012/09/27 | Accepted: 2013/07/3 | Published: 2013/12/21

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