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Effects of Different Teaching Methods on Nursing Students’ Motivations and Critical Thinking Disposition: A quasi-experimental Study

Year 2022, Volume: 6 Issue: 12, 95 - 104, 11.11.2022
https://doi.org/10.31458/iejes.1059478

Abstract

It is important to replace the traditional teacher-centered teaching approach with other different teaching methods. The present study aimed to determine the influence of different teaching methods used in the course of infertility nursing on students’ motivation and on their critical thinking disposition. The study was conducted as a quasi-experimental study using the one-group pretest-posttest design. The optional course of infertility nursing was taken by a total of 113 students. The results demonstrated that the different teaching methods applied in the study led to a statistically significant difference in the students’ their critical thinking dispositions and in their levels of motivation. It was also found that watching movies, technical visits and doing research were more influential on increasing the students’ motivations than other teaching methods. The results revealed the importance of using different active teaching methods for the development of students’ motivations and critical thinking skills in nursing education.

References

  • American College of Obstetricians and Gynecologists (ACOG) (2017). Treating Infertility. https://www.acog.org/Patients/FAQs/Treating-Infertility#treatment. Available date: 10.12.2017.
  • Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-hill education (UK).
  • Bowles, K. (2000). The relationship of critical-thinking skill and the clinical judgment skills of baccalaureate nursing students. Journal of Nursing Education, 39(8), 373-376.
  • Carter, A.G., Creedy, D.K., & Sidebotham, M. (2016). Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature. Nurse Education Today, 40, 209-218.
  • Castledine, G., (2010). Critical thinking is crucial. British Journal of Nursing, 19(4), 271-271.
  • Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.
  • da Costa Carbogim, F., Barbosa, A. C. S., de Oliviera, L. B., de Sá Diaz, F. B. B., Toledo, L. V., Alves, K. R., & de Araújo Püschel, V. A. (2018). Educational intervention to improve critical thinking for undergraduate nursing students: A randomized clinical trial. Nurse Education in Practice, 33, 121-126.
  • Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218-243.
  • Gökçe-Isbir, G., & Ozan, Y. D. (2018). Nursing and midwifery students’ experiences with the course of infertility and assisted reproductive techniques: A focus group study from Turkey. Nurse Education in Practice, 28, 235-241.
  • Groccia, J.E., & Buskist, W. (2011). Need for evidence-based teaching. New Directions for Teaching and Learning, 128, 5-11.
  • Hassankhani, H., Aghdam, A. M., Rahmani, A., & Mohammadpoorfard, Z. (2015). The relationship between learning motivation and self-efficacy among nursing students. Research and Development in Medical Education, 4(1), 97-101.
  • Ip, W.Y., Lee, D.T.F., Lee, I.F.K., & Chau, J.P.C. (2000). Disposition towards critical thinking: A study of chinese undergraduate nursing students. Journal of Advenced Nurse, 32(1), 84-90.
  • Kırca, N., & Pasinoğlu T. (2013). Psychosocial problems during infertility treatment. Current Approaches in Psychiatry, 5(2), 162-178.
  • Kutu, H., & Sözbilir, M. (2011). Öğretim materyalleri motivasyon anketinin Türkçeye uyarlanması: Güvenirlik ve geçerlik çalışması. [Adaptation of instructional materials motivation survey to turkish: a validity and reliability study]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(1), 292-312.
  • Kosgeroglu, N., Acat, M. B., Ayranci, U., Ozabaci, N., & Erkal, S. (2009). An investigation on nursing, midwifery and health care students’ learning motivation in Turkey. Nurse Education in Practice, 9(5), 331-339.
  • Lee, J., Lee, Y., Gong, S., Bae, J., & Choi, M. (2016). A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. BMC Medical Education, 16(1), 240.
  • Nilsson, K.E., & Stomberg, M.I.W. (2008). Nursing students motivation toward their studies–a survey study. BMC Nursing, 7(1), 1-7.
  • Muoni, T. (2012). Decision-making, intuition, and the midwife: understanding heuristics. British Journal of Midwifery, 20(1), 52-56.
  • Rose, S. (2011). Academic success of nursing students: Does motivation matter?. Teaching and Learning in Nursing, 6(4), 181-184.
  • Saeedi, M., Ghafouri, R., Tehrani, F. J., & Abedini, Z. (2021). The effects of teaching methods on academic motivation in nursing students: A systematic review. Journal of Education and Health Promotion, 10.
  • Sanaie, N., Vasli, P., Sedighi, L., & Sadeghi, B. (2019). Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Education Today, 79, 35-40.
  • Siedlecki, S. L. (2020). Quasi-experimental research designs. Clinical Nurse Specialist, 34(5), 198-202.
  • Tümkaya, S. (2011). Fen bilimleri öğrencilerinin eleştirel düşünme eğilimleri ve öğrenme stillerinin incelenmesi [Comparison of college science major students’ learning styles and critical thinking disposition]. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 215-234.
  • Whitehurst Diekelmann, N., & Ironside, P.M. (2002). Developing a science of nursing education: Innovation with research. Journal of Nursing Education, 41(9), 379-380.
  • World Health Organization (WHO). Mother or nothing: the agony of infertilityn WHO bulletin. http://www.who.int/bulletin/volumes/88/12/10.011210. pdf?ua=1 Available date: 10.12.2017.

Effects of Different Teaching Methods on Nursing Students’ Motivations and Critical Thinking Disposition: A quasi-experimental Study

Year 2022, Volume: 6 Issue: 12, 95 - 104, 11.11.2022
https://doi.org/10.31458/iejes.1059478

Abstract

It is important to replace the traditional teacher-centered teaching approach with other different teaching methods. The present study aimed to determine the influence of different teaching methods used in the course of infertility nursing on students’ motivation and on their critical thinking disposition. The study was conducted as a quasi-experimental study using the one-group pretest-posttest design. The optional course of infertility nursing was taken by a total of 113 students. The results demonstrated that the different teaching methods applied in the study led to a statistically significant difference in the students’ their critical thinking dispositions and in their levels of motivation. It was also found that watching movies, technical visits and doing research were more influential on increasing the students’ motivations than other teaching methods. The results revealed the importance of using different active teaching methods for the development of students’ motivations and critical thinking skills in nursing education.

References

  • American College of Obstetricians and Gynecologists (ACOG) (2017). Treating Infertility. https://www.acog.org/Patients/FAQs/Treating-Infertility#treatment. Available date: 10.12.2017.
  • Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-hill education (UK).
  • Bowles, K. (2000). The relationship of critical-thinking skill and the clinical judgment skills of baccalaureate nursing students. Journal of Nursing Education, 39(8), 373-376.
  • Carter, A.G., Creedy, D.K., & Sidebotham, M. (2016). Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature. Nurse Education Today, 40, 209-218.
  • Castledine, G., (2010). Critical thinking is crucial. British Journal of Nursing, 19(4), 271-271.
  • Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.
  • da Costa Carbogim, F., Barbosa, A. C. S., de Oliviera, L. B., de Sá Diaz, F. B. B., Toledo, L. V., Alves, K. R., & de Araújo Püschel, V. A. (2018). Educational intervention to improve critical thinking for undergraduate nursing students: A randomized clinical trial. Nurse Education in Practice, 33, 121-126.
  • Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218-243.
  • Gökçe-Isbir, G., & Ozan, Y. D. (2018). Nursing and midwifery students’ experiences with the course of infertility and assisted reproductive techniques: A focus group study from Turkey. Nurse Education in Practice, 28, 235-241.
  • Groccia, J.E., & Buskist, W. (2011). Need for evidence-based teaching. New Directions for Teaching and Learning, 128, 5-11.
  • Hassankhani, H., Aghdam, A. M., Rahmani, A., & Mohammadpoorfard, Z. (2015). The relationship between learning motivation and self-efficacy among nursing students. Research and Development in Medical Education, 4(1), 97-101.
  • Ip, W.Y., Lee, D.T.F., Lee, I.F.K., & Chau, J.P.C. (2000). Disposition towards critical thinking: A study of chinese undergraduate nursing students. Journal of Advenced Nurse, 32(1), 84-90.
  • Kırca, N., & Pasinoğlu T. (2013). Psychosocial problems during infertility treatment. Current Approaches in Psychiatry, 5(2), 162-178.
  • Kutu, H., & Sözbilir, M. (2011). Öğretim materyalleri motivasyon anketinin Türkçeye uyarlanması: Güvenirlik ve geçerlik çalışması. [Adaptation of instructional materials motivation survey to turkish: a validity and reliability study]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(1), 292-312.
  • Kosgeroglu, N., Acat, M. B., Ayranci, U., Ozabaci, N., & Erkal, S. (2009). An investigation on nursing, midwifery and health care students’ learning motivation in Turkey. Nurse Education in Practice, 9(5), 331-339.
  • Lee, J., Lee, Y., Gong, S., Bae, J., & Choi, M. (2016). A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. BMC Medical Education, 16(1), 240.
  • Nilsson, K.E., & Stomberg, M.I.W. (2008). Nursing students motivation toward their studies–a survey study. BMC Nursing, 7(1), 1-7.
  • Muoni, T. (2012). Decision-making, intuition, and the midwife: understanding heuristics. British Journal of Midwifery, 20(1), 52-56.
  • Rose, S. (2011). Academic success of nursing students: Does motivation matter?. Teaching and Learning in Nursing, 6(4), 181-184.
  • Saeedi, M., Ghafouri, R., Tehrani, F. J., & Abedini, Z. (2021). The effects of teaching methods on academic motivation in nursing students: A systematic review. Journal of Education and Health Promotion, 10.
  • Sanaie, N., Vasli, P., Sedighi, L., & Sadeghi, B. (2019). Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Education Today, 79, 35-40.
  • Siedlecki, S. L. (2020). Quasi-experimental research designs. Clinical Nurse Specialist, 34(5), 198-202.
  • Tümkaya, S. (2011). Fen bilimleri öğrencilerinin eleştirel düşünme eğilimleri ve öğrenme stillerinin incelenmesi [Comparison of college science major students’ learning styles and critical thinking disposition]. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 215-234.
  • Whitehurst Diekelmann, N., & Ironside, P.M. (2002). Developing a science of nursing education: Innovation with research. Journal of Nursing Education, 41(9), 379-380.
  • World Health Organization (WHO). Mother or nothing: the agony of infertilityn WHO bulletin. http://www.who.int/bulletin/volumes/88/12/10.011210. pdf?ua=1 Available date: 10.12.2017.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Yeter Durgun Ozan 0000-0001-9825-5893

Mesude Duman 0000-0002-5021-2699

Gözde Gökçe İşbir 0000-0003-0101-0641

Early Pub Date October 31, 2022
Publication Date November 11, 2022
Submission Date January 18, 2022
Published in Issue Year 2022 Volume: 6 Issue: 12

Cite

APA Durgun Ozan, Y., Duman, M., & Gökçe İşbir, G. (2022). Effects of Different Teaching Methods on Nursing Students’ Motivations and Critical Thinking Disposition: A quasi-experimental Study. International E-Journal of Educational Studies, 6(12), 95-104. https://doi.org/10.31458/iejes.1059478

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