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Related Experiment Videos

Using humor in evaluating student performance.

N W Moses, M M Friedman

    The Journal of Nursing Education
    |October 1, 1986
    PubMed
    Summary
    This summary is machine-generated.

    Teacher humor in nursing education did not significantly reduce student anxiety but showed some performance benefits. Qualitative data suggest humor positively impacted both anxiety and performance in simulated lab evaluations.

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    Area of Science:

    • Nursing Education
    • Medical Simulation
    • Educational Psychology

    Background:

    • Nursing students experience high anxiety in simulated laboratory settings.
    • Evaluative strategies in nursing education can impact student stress and performance.
    • The role of teacher humor as an educational tool requires further investigation.

    Purpose of the Study:

    • To investigate the effects of teacher humor on anxiety and performance in nursing students.
    • To explore humor as an evaluative strategy in a simulated stress-producing environment.
    • To determine if humor can enhance nurse educator effectiveness during evaluations.

    Main Methods:

    • Quantitative and qualitative analysis of beginning associate degree nursing students.
    • Utilized a stress-producing simulated laboratory setting for evaluation.

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  • Deliberate teacher humor was implemented as an evaluative strategy.

    • Main Results:

    • Quantitative data did not show a significant reduction in student anxiety.
    • Quantitative data partially supported the hypothesis that humor improved performance.
    • Qualitative findings indicated that humor positively influenced both anxiety and performance levels.

    Conclusions:

    • Teacher humor may be a valuable, albeit complex, strategy in nursing education.
    • Humor's impact on student anxiety and performance in high-stress evaluations warrants further study.
    • Nurse educators may enhance their effectiveness by incorporating humor into evaluative methods.