A Comparison between the Lecture Method and the Three Combination Participatory Method of Teaching and Learning on Nursing Student's Sustainable Learning

Introduction & Teaching patterns are regarded as the teachers'' skills and techniques، and the implementation of these patterns reveals the quality and art of the teacher. The aim of this study was to determine the effects of combination of lecture and participatory methods of teaching and learning on nursing students'' sustainable learning in the Principals & Clinical Skills of Nursing course. In the present quasi-experimental study، in which 22 students in their first semester of nursing، passing the three credit course of principles and techniques of nursing، were chosen as the sample. Two credits from the three credit course which was taught by one lecturer and dealt with clinical skills were divided into two individual credits. In the first 8 weeks، the course was taught by the usual method (lecture). In the second 8 weeks the course was taught by modern methods of teaching (question and answer، panel discussion، advanced modeling) which were implemented according to the nature of their course. An exam was taken independently for each method at the end of the course and a post test was taken after 3 months after the first exam. Data collection tools were demographic data and a teacher made multiple-choice exam with short answers based on the course. The analysis was done by the SPSS software using descriptive and inferential statistics as absolute and relative frequency distribution، mean، mean difference scores for each test and t test. Research results in relation to the mean and SD scores of the first exam regarding the traditional method was 1. 9 ± 14. 7، and 2. 6 ± 8. 5 regarding the second exam. The t-test revealed significant reverse difference between the two tests (p= 0. 001). The mean and SD of the final exam of the traditional approach was 14. 67±1. 69، the modern approach 13. 75±1. 7. The t-test showed a significant difference between the two approaches (p=. 025). The mean and SD of the traditional and modern approach for the second exam were 8. 52±2. 6 and 13. 25±3. 51 respectively. Moreover، the t-test revealed a significant difference between the scores of both approaches in the second exam (p <0. 001). The results showed that new methods (active) learning، such as question and answer، group discussion and stable pattern of pre-organizing learning method of teaching students were more effective than the traditional lecture method.