Comparison of Three Instructional Methods for Drug Calculation Skill in Nursing Critical Care Courses: Lecturing, Problem Solving, and Computer-Assisted Self-Learning

Due to development of educational systems and importance of education in the nursing profession, the necessity of using appropriate instructional methods for new theoretical and practical skills in students is clear. The purpose of this study is comparing the effects of three methods; lecture, problem solving, and computer-assisted self learning on the drug calculation skill on third year undergraduate nursing students in Intensive Care Units. This is a quasi-experimental, before and after intervention, three groups, in 63 third year undergraduate nursing students in Shahid Beheshti University of Medical Sciences during 2009-2010. Pre-test and post-test was taken using a researcher made written exam (with maximum score=20), before and after the intervention in all three groups to assess the effects of applied methods on learning. The Kruskal-Wallis and ANOVA tests were used for data analysis. The mean of pretests were: in lecture group, 2.21±1.60; in problem solving group, 2.48±2.23; and computer, 3.02±1.84; and posttests respectively, 15.45±2.34, 15.85±3.21, and 9.68±3.78. The increments of mean scores was significantly different among the three groups, according one-way ANOVA (F=14.785, P<0.001). Results revealed a difference between the computer-assisted self-learning group with the others, but no difference between the other two. The Kruskal-Wallis test showed a significant difference between students’ level of learning and learning methods (F=18.512, P<0.001). The study showed all three methods affected learning, but the effect of computer-assisted self-learning was less than others. It may be due to inappropriate interaction between student with teacher and failure to allocate sufficient time for learning by students. The study recommends future studies be done larger sample sizes, and also on other courses.