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Comparing the Effects of Regular Lecture and Branching Path Simulation on Nursing Students' Academic Performance
1Author Affiliation: Assistant Professor, Adult Health Nursing, Faculty of Nursing, Jordan University of Science and Technology, Irbid.
Background:
Nursing education in Jordan is predominantly centered on regular lectures (RLs) that fail to empower students to self-assess their academic performance. Branching path simulation (BPS) is an innovative teaching method that consistently guides the student through a logically defensible analytical thought process to make correct decisions.
Purpose:
The aim was to determine the effect of BPS on students' academic performance.
Method:
An experimental design with control group design was used.
Results:
Students trained by BPS had significant improvement in their academic performance as measured by the mean scores of the Advanced Adult Health Nursing examination compared with RL students.
Conclusion:
BPS is an innovative teaching method that requires more attention to be incorporated into the nursing curricula. Given the current learning barriers associated with the high student-educator ratio in Middle Eastern countries, with BPS nursing students have a unique opportunity to self-assess their learning needs.
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