Effect of Cooperative Learning on Drug Addiction Potential among Female Students

Q3 Medicine

Evidence Based Care Journal Pub Date : 2020-01-01 DOI:10.22038/EBCJ.2019.37853.1993

R. A. Mohseni, H. Vashani, F. Nabavi, H. Moonaghi, M. Zare

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引用次数: 0

Abstract

Youngsters' addiction potential has made adolescence a highly sensitive and critical period of life. Educational interventions can affect addiction prevention and cooperative learning is one of the active education methods. The present study aimed to determine the effect of cooperative learning on drug addiction potential among female students. This randomized controlled clinical trial was performed on 66 female students in 2018. The intervention group attended four cooperative educational sessions on addiction, physical, psychological, social and economic consequences and complications of drug abuse, and effective communication skills. On the other hand, the participants in the control group received education in the form of lectures. The addiction potential questionnaire was filled by all subjects before and one month after the intervention. Data were analyzed in SPSS software (version 16) using an independent t-test, paired t-test, and Wilcoxon test. According to the results, the two groups were homogenous in terms of all demographic variables. As evidenced by the results of the independent t-test, the mean score of addiction potential was significantly lower in the intervention group (10.3±12.4), compared to the control group (2.7±8.8) (P<0.001). Our findings can help instructors select and implement the most efficient techniques of cooperative learning in order to prevent addiction among adolescents.

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合作学习对女学生吸毒倾向的影响

青少年的成瘾潜力使青春期成为人生中高度敏感和关键的时期。教育干预可以影响成瘾预防，合作学习是积极的教育方法之一。本研究旨在探讨合作学习对女学生药物成瘾潜能的影响。该随机对照临床试验于2018年对66名女学生进行。干预小组参加了四次合作教育会议，内容涉及吸毒成瘾、身体、心理、社会和经济后果以及药物滥用的并发症，以及有效的沟通技巧。另一方面，对照组的参与者以讲座的形式接受教育。在干预前和干预后1个月分别填写成瘾潜在性问卷。数据采用SPSS软件(version 16)进行分析，采用独立t检验、配对t检验和Wilcoxon检验。根据结果，两组在所有人口统计学变量方面都是同质的。独立t检验结果显示，干预组成瘾电位平均分(10.3±12.4)明显低于对照组(2.7±8.8)，差异有统计学意义(P<0.001)。我们的研究结果可以帮助教师选择和实施最有效的合作学习技术，以防止青少年上瘾。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Evidence Based Care Journal Medicine-Health Policy

CiteScore

2.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： The Evidence Based Care Journal (EBCJ) is an international, peer reviewed, scientific journal that seeks to promote the development and exchange of knowledge that is directly relevant to all spheres of patient care. The primary aim is to promote a high standard of clinically related scholarship which advances and supports patient care in practice. The Journal also aims to promote the international exchange of ideas and experience that draws from the different cultures in which practice takes place. Further, EBCJ seeks to enrich insight into clinical needs and the implications for patient care intervention and models of service delivery. Emphasis is placed on clinical practicality of research findings and strength of study design. EBCJ is essential reading for anyone involved in healthcare professions, whether clinicians, researchers, educators, managers, policy makers, or students. Contributions are welcomed from other health professionals on issues that have a direct impact on patient care.