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The effect of interactive learning method on nursing students' learning of movement requirement: A randomized
Yadigar Ordu1, Sinan Aydoğan2, Nurcan Çalışkan3
1Necmettin Erbakan University, Faculty of Nursing, Department of Nursing, Konya, Turkey.
Background:
Interactive learning is one of the active learning methods used to develop students' knowledge and skills.
Objectives:
This study was conducted to determine the effect of the interactive learning method with questions prepared according to Bloom's taxonomy on nursing students' learning of the need for movement.
Design:
It is a randomized controlled study conducted in May 2023.
Participants:
This study was conducted with 134 first-year nursing students taking the Fundamentals of Nursing course. The students were randomly divided into control (n = 67) and experimental (n = 67).
Method:
The data was collected by using a form delineating descriptive characteristics, a test assessing the necessity of movement knowledge, an analysis of a specific case study, and an assessment form for gathering student opinions on interactive learning. The queries within the data collection form were tailored to align with Bloom's taxonomy. Following the theoretical instruction, each student participated in the mobility needs knowledge test and case analysis (pre-test). The instructional session for the control group involved conventional lecture-style teaching supplemented with a question-and-answer format, while the experimental group received instruction through an interactive learning approach. One week subsequent to this, all students retook the mobility needs knowledge test and case analysis (post-test). Subsequently, feedback regarding the interactive learning method was solicited from the students.
Results:
The knowledge test revealed a statistically significant difference, with the control group exhibiting a higher median comprehension score in the post-test compared to the experimental group (p < 0.05). Regarding the case analysis, statistical analysis demonstrated that the experimental group surpassed the control group in median scores for comprehension, synthesis, and total scores, with a significant difference (p < 0.05). Additionally, most students expressed favorable opinions toward the interactive learning approach.
Conclusions:
It is recommended that studies on interactive learning be repeated in different subjects in nursing education.
Clinicaltrials:
gov ID:NCT05868278.
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