Volume 17, Issue 2 (Summer 2022)
jmed 2022, 17(2): 101-112 |
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Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran , bahramnezhad.f@gmail.com
Abstract: (636 Views)
Introduction: The majority of nursing students believed that their knowledge in the field of pharmacology is far from the desired level, which can be due to the large volume of intensive one-semester content and ineffective teaching of the pharmacology course. Accordingly, this study has determined and compared education with the mobile application and puzzle classroom on memorization of pharmacology course for undergraduate nursing students.
Methods: This quasi-experimental study was performed between 2020-2021. Seventy, 4th and 5th semester nursing students were divided into two groups using a table of random numbers. One group was taught through the mobile application and the other group was taught through the puzzle classroom. Before and one month after the intervention, students were tested in clinical reasoning. Data were analyzed using software version 16 and independent t-test, paired t-test and descriptive statistics.
Result: The findings of this study showed that there was no statistically significant difference between the memorization score of the pharmacology course of the puzzle classroom with education through mobile application compared to before and after the intervention and also in comparison between the two groups.
Conclusion: Based on the findings of this study, both puzzle classroom and teaching through mobile application can be used to enhance learning pharmacology among undergraduate students.
Puzzle Classroom, Mobile Application, Memory, Pharmacology, Undergraduate Nursing Student
Methods: This quasi-experimental study was performed between 2020-2021. Seventy, 4th and 5th semester nursing students were divided into two groups using a table of random numbers. One group was taught through the mobile application and the other group was taught through the puzzle classroom. Before and one month after the intervention, students were tested in clinical reasoning. Data were analyzed using software version 16 and independent t-test, paired t-test and descriptive statistics.
Result: The findings of this study showed that there was no statistically significant difference between the memorization score of the pharmacology course of the puzzle classroom with education through mobile application compared to before and after the intervention and also in comparison between the two groups.
Conclusion: Based on the findings of this study, both puzzle classroom and teaching through mobile application can be used to enhance learning pharmacology among undergraduate students.
Puzzle Classroom, Mobile Application, Memory, Pharmacology, Undergraduate Nursing Student
Keywords: Puzzle Classroom, Mobile Application, Memory, Pharmacology, Undergraduate Nursing Student.
Type of Study: Research |
Subject:
Nursing
Received: 2022/03/5 | Accepted: 2022/08/24 | Published: 2022/09/18
Received: 2022/03/5 | Accepted: 2022/08/24 | Published: 2022/09/18
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