Nursing Students Perceptions about Traditional and Innovative Teaching Strategies– A Pilot Study

Abstract

Background: Nursing education is undergoing tremendous changes with the changing needs of the rapidly changing society. A sound education system is the prerequisite for the development of any nation. Aim and Objectives: One way to enhance nursing education was to evaluate the learning perceptions of various teaching strategies in nursing education programs. The study was aimed to evaluate the student learning perception about traditional and modern teaching strategies among under graduate nursing students (N=44). Material and Methods: Post test only design was used to compare the learning perception of students about traditional and innovative teaching strategies (brain storming, concept mapping & problem based learning). One group was exposed to traditional teaching strategy and the other group was exposed to innovative teaching strategy about mental health assessment and therapeutic communication. Results: Findings indicated a statistically significant increase (p<0.006) in the learning perception among students exposed to innovative teaching strategies than those exposed to the lecture method at the end of 4 weeks. Conclusion: The results of this study indicate that students perceive innovative teaching strategies in a better way compared to the traditional teaching method as it enhances their motivation for learning, learner control, and self - directed learning abilities. However further evaluation with larger sample size is needed before it can replace traditional teaching methods in nursing education. © 2015 Journal of Krishna Institute of Medical Sciences University.

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ORIGINAL ARTICLE
Abstract:
Keywords:
Background: Nursing education is undergoing
tremendous changes with the changing needs of the
rapidly changing society. A sound education system is
the prerequisite for the development of any nation. Aim
and Objectives: One way to enhance nursing education
was to evaluate the learning perceptions of various
teaching strategies in nursing education programs. The
study was aimed to evaluate the student learning
perception about traditional and modern teaching
strategies among under graduate nursing students
(N=44). Material and Methods: Post test only design
was used to compare the learning perception of
students about traditional and innovative teaching
strategies (brain storming, concept mapping &
problem based learning). One group was exposed to
traditional teaching strategy and the other group was
exposed to innovative teaching strategy about mental
health assessment and therapeutic communication.
Results: Findings indicated a statistically significant
increase (p<0.006) in the learning perception among
students exposed to innovative teaching strategies than
those exposed to the lecture method at the end of 4
weeks. Conclusion: The results of this study indicate
that students perceive innovative teaching strategies in
a better way compared to the traditional teaching
method as it enhances their motivation for learning,
learner control, and self - directed learning abilities.
However further evaluation with larger sample size is
needed before it can replace traditional teaching
methods in nursing education.
Concept mapping, Innovative teaching
strategies, Problem based learning, Psychiatric
nursing learning.
Nursing Students Perceptions about Traditional and Innovative Teaching
Strategies– A Pilot Study
1 2* 3
Sailaxmi Gandhi , Mythili D , Thirumoorthy A
1 2 3
Department of Nursing, College of Nursing, Department of Psychiatric Social Work, National
Institute of Mental Health and Neuro Sciences (NIMHANS), Bangalore -560029 (Karnataka) India
Introduction:
In the last decades nursing, like any other
profession, has undergone fundamental changes in
order to meet the needs of the rapidly changing
society [1]. Student perception refers to the ideas
and views related to “what is right and what is
wrong” or in other words we can say that “what
they think about the educational techniques” that
are used in present era. Educational techniques are
the means or tools that are used to teach the
students. Nursing teachers are being encouraged to
use teaching methods which enables the students
to be more responsible for their learning [2], and
that the application of these methods presupposes
different orientations and different attitudes.
Teachers have to adopt the role of facilitator for
learning [3]. Innovative teaching and learning
strategies in nursing education are expected to
promote nursing students to be actively involved in
self-regulated learning, to transform traditional
one-way delivery of knowledge to cultivate
patient-centered teaching and learning model. The
innovative strategies help nursing students to foster
the ability of health informatics, communication
skills, collaborative skills, reflection, cultural
sensitivity, critical thinking, as well as evidence-
based health care [4]. Majority of students find the
lectures, tutorials and practical sessions to be
beneficial to their learning and tutorials are
considered to be the least preferred strategy
adopted by the students according to a study
conducted on the teaching mode efficiency and
ISSN 2231-4261

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learning preferences of first year nursing students.
The perceptions and preference of contemporary
teaching methods has been studied in among
students at University of Pakistan revealing that
students have chosen problem based learning PBL
and case studies as the best teaching method and
have attributed as integration of different teaching
methods for better understanding [5]. A Jordanian
study on baccalaureate nursing students'
perception of their learning styles has shown that
majority of the students perceived themselves to
be independent learners [6].
The perception of students and teachers related to
the causes of poor academic performance among
students in Ogun State Secondary Schools in
Nigeria have shown that teachers' qualification
and students' environment do not influence
students' poor performance but teachers' methods
of teaching influence poor academic performance
[7]. Perceptions of first year undergraduate
students have indicated that students favoured
teaching strategies that enhanced their own
learning and they wanted good interaction
between them and their teachers [8]. The available
research shows that the students have an
inclination for self- directed learning which is an
innovative teaching and learning method and also
promotes critical thinking. The purpose of this
study is to identify learners' perceptions related to
traditional and innovative teaching strategies.
Material and Methods:
The study examined the learning perceptions of
undergraduate nursing students at a college of
nursing in Bangalore. The study sample included
rd
3 year B.Sc nursing students studying in two
different colleges in Bangalore. Colleges were
randomly selected using simple random sampling
technique and the method of teaching was
assigned to different colleges by using the same
technique. A sample of 22 students from each
college was enrolled in the study. Fifteen hours of
instruction on assessment of mental health status
and therapeutic communication was delivered
using either traditional or innovative method of
teaching as per the data collection plan.
The traditional method comprised of lecture for
60 minutes for 15 sessions. Innovative method of
teaching included brain storming followed by
concept mapping and problem based learning for
20 minutes each. Students who were already
exposed to modern method of teaching as well as
those not willing to participate were excluded
from the study. The data was collected by using
Student learning perception scale developed by
the researcher.
Ethical consideration
The study was approved by the Institute Ethics
Committee. Written consent was obtained from
the participants and they were given freedom to
quit the study. Participants' confidentiality was
respected.
Instruments:
The learning perception of the undergraduate
student of III Yr B.Sc Nursing was assessed by
using Student learning perception scale developed
by the researcher. The tool comprises of:
Section A: Comprises of items related to
demographic variables. The items included the
age, religion, area of residence, parent's education
and medium of instruction.
Section B: This tool had 25 items under 5 domains
namely critical thinking skills, interpersonal
outcomes, self directed learning, learner control
and motivation for learning. It was expressed in
the form of 5 point likert scale. The students were
expected to go through each statement carefully
and express his/her perception in relation to the
strategy used. The scoring was done in the
following manner: A score of 5 is given for
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Excellent, very good = 4, good = 3, average = 2
and not satisfactory = 1. The total score ranged
between 25 to 125. Subjects were explained that
their response was expected for all the questions.
The content validity of the tool was established by
experts in the field of nursing, psychiatry,
psychiatric social work, psychology, statistics and
general education. The final tool was modified
according to the experts' suggestions. Reliability
of the tool was established by test -retest reliability
which was 0.793; p≤ 0.001, indicating high
precision of the tool. The final draft of the tool was
pre tested before data collection.
Statistical analysis
The data were analyzed using appropriate
statistics using and the results were presented in
narratives and tables.
Results:
The results are summarized in tables in 1 and 2
Sailaxmi Gandhi et. al.
Variable
Traditional Teaching
group (N=22)
Modern Teaching
group (N=22)
t
df
p value
Mean
SD
Mean
SD
Age (years)
20.86
0.71
20.23
0.42
3.59
42
0.001**
Income of parents
28363
10526
23636
9408
1.57
42
0.124
Scholastic performance of the
students in the previous year
64.18
6.8
61.73
6.4
1.22
42
0.226
Background
Area
n
%
n
%
2
c
df
p value
Urban
7
31.80%
12
54.50%
2.3
1
0.128
Rural
15
68.20%
10
45.50%
Mother’s education
Primary
2
9.10%
5
22.70%
1.23
2
0.245
Middle school
9
40.90%
6
27.30%
High school
9
40.90%
6
27.30%
Graduation
2
9.10%
5
22.70%
Father’s education
Primary
-
-
-
-
3.37
2
0.185
Middle school
2
9.10%
5
22.70%
High school
11
50.00%
13
59.10%
Graduation
9
40.90%
4
18.20%
Medium of instruction
English
12
54.50%
8
36.30%
0.83
1
0.361
Regional language
11
45.50%
14
63.70%
Table 1: Socio-Demographic Characteristics of the Study Subjects in Both the Groups

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respectively. As evident from (Table 1) the sample
size of the present study was comprised of a total of
44 nursing students (22 in each of the strategies).
Socio-demographic characteristics: The age of the
students in the traditional teaching group was
slightly but significantly higher than the
innovative teaching group (p=0.001). The two
groups were comparable on age, background,
parents education and income and medium of
instruction (all p>0.12). The results are
summarized in Table 1.
Table 2 summarizes the learning perception of the
rd
3 year B.Sc. Nursing students following
exposure to traditional and modern teaching
strategies. With regard to the domain on self -
directed learning the mean and SD of the post test
th
learning perception conducted on the 14 day of
the modern teaching group (13.45± 2.90) and
traditional teaching group (13.5± 2.90) showed
significant difference (p<0.05). Mean and SD of
th
the post test 2 conducted on 28 day of the
teaching in the modern teaching group showed an
increase in the mean and SD from 13.45±2.90 to
16.15±3.11 with p<0.05 indicating significant
statistical differences in the student learning
perception between the 2 groups following the
teaching. The domain on learner control showed a
significant difference with a mean and SD
th
13.85±3.11 on the 14 day and 15.6±1.52 on the
th
28 day for the modern teaching group. The
domain on motivation for learning showed a mean
th
and SD of 20.25±6.41 on the 14 day and
th
24.1±3.62 on the 28 day of the teaching. This was
significant at p<0.05 indicating that modern
teaching strategies were effective in enhancing the
self-directed learning, motivation for learning and
learner control skills among the nursing students.
Discussion:
This study was an attempt to assess the learning
perception of under graduate nursing students
about traditional and innovative teaching methods
in mental health nursing. In our study, majority of
students were in favour of self- directed learning,
motivation for learning and learner control in the
innovative group than traditional teaching group.
Sailaxmi Gandhi et. al.
Domains
Traditional Teaching
Group (N=22)
t
p
Modern Teaching
Group (N=22)
t
p
Post test 1
Post test2
Post test 1
Post test2
Mean ±SD
Mean ±SD
Mean ±SD
Mean ±SD
D1: Critical
thinking skills
23.00 ±3.31
22.50±3.97
1.00
0.32
23.05±3.32
23.80±2.83
-0.775
0.448
D2: Interpersonal
outcomes
14.00 ±3.44
12.80±3.02
2.30
0.31
14.00±3.50
15.00±2.52
-1.086
0.291
D3: Self- directed
learning
13.50 ±2.90
12.50±2.51
2.18
0.04*
13.45±2.90
16.15±3.11
-3.090
0.006*
D4: Learner
control
13.70 ±3.11
13.43±2.83
1.67
0.11
13.85±3.11
15.60±1.52
-2.185
0.042*
D5: Motivation
for learning
20.24 ±3.50
19.90±5.87
1.36
0.18
20.25±6.41
24.10±3.62
-2.256
0.036*
Table 2: Effect of Traditional Vs Modern Teaching Strategies on Learning Perception of
B.Sc Nursing Students on Psychiatric Nursing Learning
*indicates significant p value

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However, the domain on self directed learning
also showed a significant difference between the
both groups (p=0.04, p=0.00 traditional and
modern teaching groups respectively).These
findings were similar to a study conducted among
undergraduate nursing students that compared
traditional and innovative approaches for success
with millennial learners and the results showed
that the students preferred active learning methods
than the traditional teaching methods [9].
It is also inferred in a study that students are
positive about new educational techniques. It was
concluded that modern techniques help in
effective learning and saves time of both teachers
and students. Using of these techniques motivates
students [10].
This clearly indicates that Problem Based
Learning (PBL) is a teaching method that enables
nursing students work in groups to determine the
best response to a realistic scenario. Cannon and
Newble [11] suggest that PBL also requires
students to develop a whole range of skills to
enable them to learn effectively, including
information skills, tea m working skills,
communication and most importantly, high order
cognitive skills for professional development.
However in the present study a combination of
teaching methods has been used and the student's
perceptions have been assessed among Indian
students. The use and perceptions of concept
mapping as a learning tool by dietetic internship
students and preceptors showed that concept
mapping has been effective in assisting them to
engage in critical thinking, to problem solving, and
understand relationships among medical nutrition
therapy concepts [12]. In line with the previous
study, [11] the present study also shows an increase
in the critical thinking skills domain from
th
23.05±3.3 to 23.80±2.8 at the second and 4 week
of the assessment in the innovative teaching group.
However, there was a decrease in this domain in the
means of the second and fourth week assessment in
the traditional teaching group 23.0 ±3.3 &
22.5±3.9. It was also found in an earlier study
among BDS students that concept mapping has
been a useful pedagogical tool that accelerated
meaningful learning in pharmacology as a
supplement to traditional teaching techniques [13].
In the present study, mean scores on the student
learning perception scale, critical thinking skills,
23.80±2.8, interpersonal outcomes 15.0±2.5, self
directed learning 16.15±3.1, learner control;
15.6±1.5 motivation for learning 24.1±3.6
domains have increased at the end of 4 weeks
compared to the second week assessment in the
innovative teaching group. On the contrary, there
th
has been a decline in the mean scores in the 4
nd
week assessment as compared to the 2 week
assessment in the traditional teaching group. This
study has used a combination of concept mapping
and problem based learning methods and has
found that innovative teaching methods enhance
the motivation level of the students in addition to
the critical thinking skills and self directed
learning. The learner control also increases
subsequently along with the interpersonal
outcome of the students.
The present study findings have been also
supported by a similar study that assessed the
students' perception of a modified form of PBL
using concept mapping inferred that the students
preferred the concept mapping and PBL approach
than the conventional teaching method [14].
Students have chosen PBL as the best teaching
method and have preferred the integration of
diff e ren t te a chi n g m e tho d s f o r b e t te r
understanding [15]. Students are both familiar and
comfortable with traditional teaching strategies
such as lecture and PowerPoint presentations [16].
Walker [17] asserted that the lecture method does
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not draw out student input and forfeits the
opportunity for students to determine what
information is essential to know. Concept
mapping, and problem based learning are active
teaching strategies that can help nurse educators
prepare graduates to think critically in today's
complex health care environment [18].Thus, it is
recommended that the innovative teaching
strategies have to be incorporated in curricula and
promoted in the nursing education system as it
fosters the essential learning skills for the students
in a comprehensive and meaningful way.
This study had certain limitations such as a small
sample size that made generalization difficult.
Future studies could include a larger, randomized
sample for a better understanding of the students'
perception about the various teaching strategies.
Despite of these limitations the results of this
study does have an implication for the nurse
educators to incorporate innovative teaching
methods in teaching learning process to enhance
the learning behavior of the students.
Conclusion:
In conclusion, the nursing students in the present
study have perceived the innovative teaching
method better than the traditional methods.
Recent trends in education point to a shift from a
traditional teaching paradigm of teacher-directed
and traditional lecture format to a learning
paradigm of self- directed, interactive learning
[19]. The current study has been a contribution
towards how students think and feel about the
teaching strategies. These findings are of great
concern to the field of nursing education as there is
a need for this change to happen. Further more
studies are also needed to assess the existing
teaching styles and modify them according to the
needs of the students and the society.
Acknowledgements:
The researchers thank all the nursing students who
participated in the study.
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*Author for Correspondence: Miss. Mythili D, Clinical Instructor, College of Nursing, National Institute of Mental Health
and Neuro Sciences, Bangalore-560029 (Karnataka) India, Cell: 8762666010, Email: mythilimurugan77@gmail.com
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