Comparison of Education with Mobile Applications and Puzzle Classroom on Memorization Pharmacology Course for Undergraduate Nursing Students

F. Bahramnezhad, N. Chegini
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引用次数: 0

Abstract

Introduction: The majority of nursing students believed that their knowledge in the field of pharmacology is far from the desired level, which can be due to the large volume of intensive one-semester content and ineffective teaching of the pharmacology course. Accordingly, this study has determined and compared education with the mobile application and puzzle classroom on memorization of pharmacology course for undergraduate nursing students. Methods: This quasi-experimental study was performed between 2020-2021. Seventy, 4th and 5th semester nursing students were divided into two groups using a table of random numbers. One group was taught through the mobile application and the other group was taught through the puzzle classroom. Before and one month after the intervention, students were tested in clinical reasoning. Data were analyzed using software version 16 and independent t-test, paired t-test and descriptive statistics. Result: The findings of this study showed that there was no statistically significant difference between the memorization score of the pharmacology course of the puzzle classroom with education through mobile application compared to before and after the intervention and also in comparison between the two groups. Conclusion: Based on the findings of this study, both puzzle classroom and teaching through mobile application can be used to enhance learning pharmacology among undergraduate students.
移动应用与益智课堂在护理本科学生记忆药理学课程教学中的比较
导读:大部分护生认为自己在药理学领域的知识远未达到预期水平,这可能是由于一学期的密集内容量大,以及药理学课程教学效果不佳所致。据此,本研究确定并比较了手机应用和益智课堂对护理本科学生药理学课程记忆的影响。方法:准实验研究时间为2020-2021年。采用随机数字表法将70名4、5学期护生分为两组。一组通过手机应用进行教学,另一组通过益智教室进行教学。在干预前和干预后一个月,对学生进行临床推理测试。数据分析采用16版软件,采用独立t检验、配对t检验和描述性统计。结果:本研究结果显示,益智课堂移动应用教育药理学课程的记忆成绩与干预前后比较,两组比较,差异均无统计学意义。结论:基于本研究结果,益智课堂和移动应用教学都可以促进大学生的药理学学习。
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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