Approaches to learning among nursing and midwifery student's of Bushehr University of Medical Science in 2012-2013

Learning Approaches are among effective factors in students’ learning that play an important role in educational performance and achievement. Understanding how students’ learning approaches change over time is important since one of the main purposes of higher education is to enable students to develop advanced learning as they progress through their studies. The aim of this study was to determine learning approaches of nursing and midwifery students of Bushehr University of Medical Sciences in 2012-13. This was a descriptive-analytic study conducted in a cross-sectional method in 2012-13. Learning approaches of nursing and midwifery students of Bushehr University of Medical Sciences were evaluated by means of revised two factor version of the Study Process Questionnaire. We used census for data collection، then the data entered into SPSS ver. 18 and analyzed using descriptive and analytic statistics. Students use deep learning approach more than surface learning approach; however، Kruskal-Wallis test didn’t show a significant differences in surface and deep learning approaches of students in different courses (P=0. 165، P=0. 449) and years of study (P=0. 357، P=0. 768). Mann-Whitney test showed a significant difference in surface learning of deferent genders (P<0. 001). Majority of students uses deep approach; however in higher years of education، there was no change in the students'' approaches. In higher education there was a great emphasize on developing deep learning. Therefore a deep assessment is required to be conducted on educational programmers and faculty members.